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\ University of Maryland 


School of Medicine 

1999 - 2001 



I do solemnly swear by that which I hold most sacred that I will be loyal to the 
profession of medicine and just and generous to its members. That I will lead my 
life and practice my art in uprightness and honor. That into whatsoever house I 
shall enter it shall be for the good of the sick to the utmost of my power. I hold 
myself aloof from wrong, from corruption, from the tempting of others to vice. 
That I will exercise my art solely for the cure of my patients, and will give no 
drug, perform no operation for a criminal purpose even if solicited, far less sug- 
gest it. That whatsoever I shall see or hear of the lives of men which is not fitting 
to be spoken, I will keep inviolably secret. These things I do promise and in pro- 
portion as I am faithful to this my oath, may happiness and good repute be ever 
mine; the opposite if I shall be forsworn. 

The University of Maryland at Baltimore is accredited by the Middle States 
Association of Colleges and Schools. The School of Medicine is accredited by the 
Liaison Committee on Medical Education, the accrediting body for the 
Association of American Medical Colleges and the American Medical 

University of Maryland, Baltimore 
655 West Baltimore Street 
Baltimore, Maryland 21201-1559 

Admissions Office: 410-706-7478 

The University ol Maryland, Baltimore is an equal opportunity institution with respect to both edu- 
cation and employment. The university's policies, programs and activities conform with pertinent fed- 
eral and state laws and regulations on nondiscrimination regarding race, color, religion, age, national 
origin, sex and handicap. 

I he School ol Medicine has the objective ol securing a broad racial, sexual and ethnic balance in its 
enrollment, lo achieve this objective it gives every consideration to minority student applications. 



1999 - 200 1 


Welcome From the Dean 

I am delighted to share with you information in this catalogue which provides an 
overview of the University of Maryland School of Medicine and its educational 
programs. We are very proud of our students who are a wonderfully diverse group 
from all over the country. The University of Maryland School of Medicine has a 
proud tradition of excellence beginning with the opening of the school in 1807. 
Our dedicated and outstanding faculty and students continue this tradition today. 
I am pleased that you are interested in the School of Medicine and I invite you 
to learn all that you can about our school. If you still have questions, please call our 
Admissions Office at (410) 706-7478 or check our website at http:\\www. 
schmedO 1 

Donald E. Wilson, M.D., M.A.C.P. 




The University of Maryland, 

Milestones 2 

Education 4 

Research 5 

Community Service 6 

The Campus and Beyond 7 


Application 9 

Early Decision Program 9 

Applicant Selection Criteria 10 

Admission to the First- Year Class ..11 
Advanced Standing 12 


Determination of In-State Status ... 14 

Tuition and Fees 14 

Fees 15 

Registration 16 

Withdrawal 16 

Academic Standing 17 

Refunds ^. 17 

Leaves of Absence 18 

Required Equipment 18 

Financial Assistance 

University and Medical School 

Funds 20 

Scholarships 20 

Loan Funds 21 

Outside Sources 22 


Accreditation 24 

General Rules 24 

Grades and Promotion 24 

Equal Opportunity 25 

Unethical Conduct 25 

Graduation Rate 26 

Salary and Employment 

Information 26 

Prizes and Awards 26 

Graduation with Honors 30 

Professionalism in Medicine 30 


Curriculum 32 

Curriculum at a Glance 34 

Courses of Study 37 

Year I — 37 weeks 

Block I — Medical Informatics 37 
Block II — Structure and 

Development 37 

Block III — Human Behavior . .38 
Block IV — Cell and Molecular 

Biology 38 

Block V — Cell Function 
Section of 
Functional Systems 

Block 39 

Block VI — Neurosciences .... 39 
Block VII — Functional 

Systems 39 

IHB — Intimate Human 

Behavior 40 

ICP — Introduction to 

Clinical Practice 40 

Year II — 34 weeks 

Block VIII— Host Defenses 
and Infectious 

Diseases 41 

Block IX — Pathophysiology and 

Therapeutics 41 

Physical Diagnosis 42 

Study for Board Examinations \2 

Year III — 48 weeks 

Year IV — 32 weeks 

Combined MD/PhD Program . . . .42 

Research Opportunities 44 

Office of Student Research 44 

Graduate Programs 47 

Residencies and Fellowships 48 

Program ot Continuing 

Medical Education ^0 


Office of Medical Education 

(OME) 52 

Health Sciences and 

Human Services Library 55 

Medical Alumni Association 56 

Affiliations 56 

The University of Maryland 

Medical System (UMMS) .... 57 

VA Maryland Health Care System 

(VAMHCS) 59 

Area Health Education Center 

Program (AHEC) 60 


Office of Student and 

Minority Affairs 61 

Electives 62 

Residency Planning 62 

Vertical Advisory System 62 

Human Dimensions in Medical 

Education (HDME) 62 

White Coat Ceremony 63 

Student Government 63 

Student Organizations 64 

Publications 68 

Institutional Governance 

and Planning 69 

Student Health Services 70 

Counseling Center 71 

Housing 71 

Athletic Center 72 

Baltimore Student Union 73 

Parking and Transportation 73 

Living in Baltimore 74 


Anatomy and Neurobiology 75 

Anesthesiology 76 

Biochemistry and Molecular 

Biology 77 

Dermatology 78 

Diagnostic Radiology 79 

Epidemiology and Preventive 

Medicine 80 

Family Medicine 84 

Medical and Research 

Technology 87 

Medicine 89 

Cardiology 92 

Diabetes, Obesity and Nutrition . 92 

Endocrinology 94 

Gastroenterology 95 

General Internal Medicine 95 

Geographic Medicine 96 

Gerontology 97 

Hematology and Oncology 98 

Hypertension 99 

Infectious Diseases 100 

Nephrology 102 

Pulmonary and Critical 

Care Medicine 103 

Rheumatology 104 

Microbiology and 

Immunology 105 

Neurology 106 

Rehabilitation Medicine 108 

Neurosurgery 109 

Obstetrics, Gynecology and 

Reproductive Sciences 110 

Ophthalmology 112 

Pathology 113 

Pediatrics 115 

Pharmacology and Experimental 

Therapeutics 119 

Physical Therapy 120 

Physiology 121 

Psychiatry 1 22 

Radiation Oncology 125 

Surgery 126 

General Surgery 127 

Emergency Medicine 128 

Orthopedic Surgery 129 

Otolaryngology-Head and 

Neck Surgery 130 

Plastic and Reconstructive 

Surgery 131 

Surgical Services for 

Infants and Children 131 

Thoracic and Cardiovascular 

Surgery 132 

Transplantation Surgery 133 

Trauma and Critical Care 134 

Urology 134 

Vascular Surgery 135 


Program in Comparative 

Medicine 137 

Program in Complementary 

Medicine 138 

Program in Human Genetics 139 

Program in Human Health and the 

Environment 139 

Program in Neuroscience 141 

Program in Oncology 142 

Program in Trauma 144 


Center for the Genetics of Asthma 
and Complex Diseases 145 

Center in Gerontology 146 

Center for Health Policy and 

Health Services Research 147 

Center for Health Promotion and 

Disease Prevention 148 

Center for Vaccine Development . 149 


Chairs 151 

Professorships 151 

Visiting Professorships 151 

Lectureships 152 

Fellowships 153 

Awards 153 

Research Funds 153 

Unrestricted and Other Funds .... 154 
John Beale Davidge Alliance 155 


University System of Maryland ... 156 
Board of Regents 156 

University of Maryland, 

Baltimore 156 

School of Medicine 157 

Board of Visitors 158 

Faculty 158 


Classes of 1998, 1997 and 1996 





Digitized by the Internet Archive 
in 2013 


Established in 1 807, the University of Maryland School of Medicine is the fifth 
oldest medical school in the United States and the first to institute a residency train- 
ing program. The School of Medicine was the founding school of the University of 
Maryland, and today it is an integral part of the 1 1 -campus University System of 
Maryland. On the University of Maryland, Baltimore campus, the School of Med- 
icine serves as foundation for a large academic health center that combines medical 
education, biomedical research, patient care and community service. While its tra- 
ditional excellence remains constant, the School of Medicine and its national rep- 
utation continue to grow. 

The School of Medicine boasts the oldest building in the Western hemisphere 
in continuous use for medical education, the meticulously restored Davidge Hall, 
built in 1812. The fourteen-floor Bressler Research Building and the nine-floor 
Medical School Teaching Facility, two major classroom and laboratory buildings, 
were completed in the 70's. The mid-rise Biomedical Research Facility was com- 
pleted in late 1992. Just completed in 1995, the first phase of the Health Sciences 
Facility, an interdisciplinary research and teaching facility, provides School of 
Medicine clinical and basic science departments and animal care facilities with 
approximately 80,000 additional net square feet. The Health Sciences Facility pro- 
vides the much-needed connection of the Medical School Teaching Facility to 
Howard Hall and the Bressler Research Building. With completion of the Health 
Sciences Facility, all but one major medical school research building is physically 
linked to the University Hospital and the Veterans Affairs Medical Center. Con- 
struction included total renovation of the existing second-floor Howard Hall teach- 
ing laboratories into pods with state-of-the-art audio-visual equipment and other 
amenities. These study areas are considered the most optimally outfitted of any labs 
in the country. 

The University of Maryland, Baltimore campus continues to expand as well. 
The state-of-the art 326-bed Veterans Affairs Medical Center immediately adja- 
cent and connected by bridge to the University of Maryland Medical System (Uni- 
versity Hospital), joined the campus in 1993. Gudelsky Tower, the new high-tech 
University Hospital patient tower opened in 1994, followed in 1995 by complete 
restructuring and enhancement of the two-block hospital facade and main lobby. 
Completion in late 1995, the University of Maryland Biotechnology Institute's 
Medical Biotechnology Center occupies a 196,000 square foot facility on the cam- 
pus. The center focuses on medical biotechnology research and training m^\ serves 
as a catalyst for economic development in health related aspects of molecular biol- 
ogy and medical biotechnology at the basic, applied and clinical levels. The new 
Health Sciences Library opened in April 1998. It provides cutting-edge service and 
amenities to its users and also serves as a Regional Medical I ibrary oi the National 
Library or Medicine. 



The University of Maryland, Baltimore, designated "UniversityCenter" by the city 
of Baltimore administration, is the founding campus of Maryland's public univer- 
sity system. It is a thriving center for education, patient care, life sciences research 
and community service. Seven graduate and professional schools — the Dental 
School and Schools of Law, Medicine, Nursing, Pharmacy, Social Work and the 
Graduate School — together with the University of Maryland Medical System, its 
Cancer Center, R Adams Cowley Shock Trauma Center and Institute for Psychi- 
atry and Human Behavior, the Baltimore Veterans Affairs Medical Center and the 
University of Maryland Biotechnology Institute's Medical Biotechnology Center 
— educate research scientists and many of the region's health care, law and social 
work practitioners. 

With $146 million in sponsored program support in FY98, UMB is one of the 
fastest growing biomedical research centers in the country. The University of Mary- 
land, Baltimore is ideally configured to maximize collaborative opportunities with 
government agencies in tackling complex health care, public policy and societal 
issues. Its location within the Baltimore- Washington-Annapolis triangle — at the 
hub of one of the greatest concentrations of health care institutions, research facil- 
ities, government agencies and professional associations in the nation — offers a 
unique combination of strengths to comprehensively address regional problems 
with the resulting conclusions having the potential for global implications. Areas 
of multidisciplinary research, scholarship and community action include AIDS, 
aging, vaccine development, multiple sclerosis, schizophrenia, hypertension, lead 
poisoning, cancer, child abuse and homelessness, offering students a wide selection 
of field experiences. 

Partnerships among university components and with the University of Mary- 
land Medical Center and the Veterans Affairs Medical Center continually 
strengthen interdisciplinary research, education and service endeavors. 


The foundation of the School of Medicine dates back to 1789 with the organiza- 
tion of the Medical Society of Baltimore and Baltimore physicians' awareness that 
their numbers were decreasing following the Revolutionary War. Foreseeing a 
potential opportunity for charlatans to "practice" the art of medicine, founders of 
the medical society began to train prospective physicians in their own homes, offer- 
ing instruction in anatomy, surgery and chemistry. Soon faced with strong citizen 
protest of anatomical dissection, the physician-teachers petitioned the Maryland 
State Legislature to establish a college of medicine on a firm basis and under the 
protection of the law, and a charter incorporating the College of Medicine of Mary- 
land was approved by the Maryland General Assembly on December 18, 1 807. 

The fledgling College of Medicine of Maryland was in urgent need of a proper 
building, and a lottery was authorized — not to exceed $40,000 — to benefit the 

School of Medicine 

medical colleges building fund. Over the next 1 5 years, seven more lotteries were 
authorized to benefit the school. 

Dr. John Beale Davidge, a native Marylander and a physician trained in Scot- 
land, became the first dean and took the chair in surgery. His founding faculty were 
Dr. James Cocke (anatomy and physiology), Mr. James Shaw (chemistry) and Dr. 
Nathaniel Potter (theory and practice of medicine). From Col. John Eager 
Howard, a Revolutionary War hero and former Maryland governor, Davidge, 
Shaw and Cocke purchased land that was "quite some distance from town" to pro- 
tect against unruly mobs who had demolished the doctors' first anatomical theater 
in violent opposition to the dissection of human cadavers. 

From the school's very beginning there was strong emphasis on bedside teach- 
ing. The first class ofseven received clinical instruction at the Baltimore Almshouse, 
a warehouse, a theater and infirmary for the poor. 

Completed in 1812, Davidge Hall was designed by Robert Carey Long, Sr. and 
modeled after the Pantheon in Rome. The first classes were held in the new build- 
ing in 1813, the same year the College of Medicine of Man-land became the Uni- 
versity of Maryland. In addition to its two expansive circular amphitheaters 
constructed one atop the other, Davidge Hall was built with dissecting cubbyholes, 
secret stairways and hidden exits that afforded early students and their professors 
safe passage from angry- mobs. It is said that the 1812 British bombardment of Fort 
McHenry was viewed from the veranda of Davidge Hall, while in the harbor a few 
miles away Francis Scott Key was writing the "Star Spangled Banner." Davidge 
Hall was meticulously renovated in the early 1980s and recognized as a National 
Historic Place. In 1998 is was designated a National Historic Landmark. 

The Baltimore Infirmary, forerunner of the University of Man-land Hospital, 
was built opposite Davidge Hall in 1823, on the site of the present Baltimore Stu- 
dent Union. It was the first hospital founded by a medical school for the express 
purpose of clinical instruction. It was also the site of the first intramural residency 
program established in the United States. Senior medical students lived in the hos- 
pital while helping to care for patients. The building was still in active use until 
1 973, when its clinics were moved into the newly constructed north-wing addition 
to the University of Maryland Hospital (circa 1934) and the old building razed. 

In curriculum development, the University of Maryland School of Medicine 
enjoys a long and proud tradition as an innovative leader. Maryland was the first 
school to recognize the value of the basic sciences. In 1 800, Dr. John Crawford was 
the first to vaccinate Baltimoreans against smallpox. As early as 1810, he had pre- 
sented evidence of the contagious character or tuberculosis. The gift of Dr. Craw- 
ford's personal library became the nucleus of Maryland's extensive medical Library. 

In 1833 the school introduced the first preventive medicine course. 1 he tech- 
niques of auscultation and percussion were taught at the School of Medicine tor 
the first time in Baltimore as earlv as 1841, and in 1844 Dr. David Stewart, the first 
professor of pharmacy ill the United States, initiated his lectures .it Man-land. In 
1848 Maryland became the first school to require anatomical dissection, followed 
six years later by the introduction of compulsory courses in gross and microscopic 

pathology. Compulsory courses in experimental physiology and microscopy were 

introduced six years later. A milestone in cancer research occurred in 1853, when 


Maryland's Dr. Francis Donaldson became the first person in America to advocate 
biopsy and microscopic diagnosis of malignancy. Maryland was the first to estab- 
lish chairs in the diseases of women and children (1867) and diseases of the eye and 
ear (1873). 

Mergers with the Baltimore Medical College in 1913 and the College of Physi- 
cians and Surgeons in 1915 enabled the school to expand its clinical facilities and 
faculty. Early in the twentieth century, Drs. James Rowland and Louis Douglas ini- 
tiated off-site obstetrical care and home delivery, prenatal clinics and an Rh blood 
typing laboratory, significantly improving infant and maternal health. 

The School of Medicine has had its share of medical breakthroughs, including 
in more recent decades the first successful antibiotic treatment of Rocky Mountain 
spotted fever, the first cure for typhoid fever and the first laparoscopic ulcer 
removal. In 1967 the school began one of the first formalized family practice resi- 
dency programs in the country. In 1994 Maryland became the first medical school 
in the nation to integrate medical informatics into its curriculum. 

The R Adams Cowley Shock Trauma Center, which opened in 1961, serves as 
a worldwide model for emergency medical treatment. The University of Maryland 
Cancer Center is a strong participant in new drug development and research, and 
virtually every important drug used in oncology has been tested in this program. 

Today's University of Maryland School of Medicine is an exciting, vibrant insti- 
tution where medical history continues to be written. 


The School of Medicine initiated a new curriculum with the 1994 entering fresh- 
man class. The new curriculum is different from the previous, more traditional cur- 
riculum in the following areas: the basic sciences are no longer taught as 
discipline-specific "courses" but are integrated and taught as "blocks," using inter- 
disciplinary teaching with both basic and clinical science teachers. Committees 
chaired by faculty members from major block courses determine course content 
and teaching methodologies. Lectures, small discussion groups and laboratories are 
used with extensive time available for self-learning. Problem-based learning was 
tested in several blocks during the 1994-95 academic year with more widespread 
use in the 1995-96 freshman year. The sophomore year also utilized the interdis- 
ciplinary "blocks" approach as the freshman class moved into the second-year cur- 
riculum in 1 995-96. There is a marked reduction in lecture hours with an emphasis 
on independent study with availability of mentors and learning resources. Another 
major change is a half-day course dedicated to the Introduction to Clinical Prac- 
tice which was initiated at the inception of the 1994-95 freshman year and con- 
tinues throughout the first two years. This course includes instruction in 
interviewing techniques, physical examination, intimate human behavior, ethical 
issues and the dynamics of ambulatory care delivery. Much of this two-year longi- 
tudinal experience is gained off-site in clinical settings. Changes within the last two 
years of medical education include a mandatory ambulatory month rotation in 
Family Medicine, emphasis on ambulatory teaching in all other clinical rotations, 

School of Medicine 

and a longitudinal half-day experience in a clinical setting in which the student will 
have continuity of care for patients and families. 

The ties between the medical school and the hospital enrich and enhance both 
medical education and health care. All physicians practicing at the University of 
Maryland Medical System and at the Faculty Professional Building have School of 
Medicine faculty appointments and are actively involved in the educational process 
in addition to supervising residency training for more than 600 postgraduate posi- 
tions at the University Hospital and affiliated hospitals. The Medical System 
includes a 747-bed teaching hospital, the Greenebaum Cancer Center and R 
Adams Cowley Shock Trauma Center on campus, as well as the James Lawrence 
Kernan and Deaton Hospitals off campus. 

Medical care and education are further enhanced by the location of the Balti- 
more Veterans Affairs Medical Center on this campus in a new state-of-the-art hos- 
pital adjacent to the School of Medicine and the University Hospital. Together, 
these facilities serve as the major clinical training sites as well as a source of com- 
prehensive health care for the local community and the state. The school also has 
established clinical affiliations throughout the region, giving students unusual flex- 
ibility in clinical experiences. 

In an effort to nurture more interest in basic research and to meet the increas- 
ing demand for physician-scientists, the school offers a combined MD/PhD pro- 
gram in 10 medical disciplines and an MD/MS program in preventive medicine. 
Although the schedule can be flexible, MD/PhD students typically complete the 
freshman and sophomore years of medical school, enroll as graduate students until 
PhD completion, and then begin their clinical clerkships. Combined MD/PhD 
degree studies can be completed within six-to-eight years. 

Medical students in the track leading to the MD/MS in preventive medicine 
may complete the dual-degree program in five years. The fifth year is counted fully 
as one year of preventive medicine residency training by the American Board of Pre- 
ventive Medicine. 

Graduate programs are offered at the master's and doctoral levels in the basic 
sciences. There is a baccalaureate program in medical and research technology, a 
master's program in physical therapy, a master's program in genetic counseling, as 
well as a number of interdisciplinary programs with both service and research com- 

Continuing education programs are sponsored for practicing physicians 
throughout the region. 

The School of Medicine offers students an excellent spectrum of resources and 
field experiences. Located along the Baltimore- Washington corridor, the school is 
in the midst of a great concentration of health care institutions, research centers. 
government agencies and professional associations. 


The University ot Maryland School ol Medicine is one ot the Country's fastest 
growing research institutions, with total awards ot $ I 2} million in FY98. I Ot the 


federal year ending October 1997, the School of Medicine ranked 13th among 
public medical schools in direct NIH funding, ranking in the top 20 percent of all 
public medical schools. 

With regard to direct NIH funding, five of our 22 departments: anatomy, bio- 
chemistry and molecular biology, epidemiology and preventive medicine, pedi- 
atrics and ob-gyn ranked in the top 20 of all medical schools; and seven of our 
departments: anatomy, biochemistry and molecular biology, epidemiology and 
preventive medicine, pediatrics, ob-gyn, pharmacology and physiology, rank in the 
top 10 of public medical schools. 

It is extremely satisfying to be known as a first-class research institution, in addi- 
tion to being known for education and training outstanding clinicians. 

That funding, combined with the expertise and cutting-edge research of the 
school's life scientists, has produced some remarkable breakthroughs: 

• a genetically engineered potato capable of delivering a vaccine that protects 
against E.coli, the bacteria responsible for travelers' diarrhea 

• discovery of a new human adrenal hormone that is an isomer of the cardiotonic 
steroid ouabain, and is linked to hypertension 

• development of a vaccine for rotavirus, the most prevalent cause of dehydrating 
diarrheal disease in infants and children throughout the world, particularly ' 
underdeveloped countries 


• perfection of a laparoscopic kidney removal technique that shortens hospital 
stays, reduces blood loss and pain, and leaves a dramatically smaller incision 

• a test allowing earlier detection of the HIV virus 

In the last several years the school has produced more than 100 invention dis- 
closures and nearly 40 patents, establishing Maryland as a hub for life sciences activ- 
ity in the region. Technologies developed at the School of Medicine have formed 
the basis for at least five Baltimore-area companies. 

Other research projects are examining how intervention can make a difference 
for inner city youngsters trying to avoid the perils of HIV infection, drug use and 
street violence. Another project is tracking how intensive outreach can keep trauma 
victims from becoming repeat shock trauma patients. 


The School of Medicine's most important mission continues to remain the same 
after nearly two centuries, that of educating physicians to meet the health care needs 
of the people of Maryland and beyond. The School of Medicine is a vital part of 
the West Baltimore neighborhood in which it resides, and its faculty, staff and stu- 

School of Medicine 

dents are increasingly involved in activities that bring a better quality of life to its 

Each year the School of Medicine students provide hundreds of thousands of 
hours of service in hospitals, clinics, homeless shelters and schools throughout the 
state. Program involvement includes: 

• S.T.O.P. AIDS — Student/Teacher Outreach Program — sends volunteer stu- 
dents into Baltimore City Public Schools to discuss HIV prevention. Thousands 
of West Baltimore elementary and middle school students have been taught 
about the disease's medical and social implications. 

• Domestic Violence Workshop - student volunteers sponsor a workshop that cre- 
ates a heightened awareness of this complex problem and teaches future physi- 
cians how to spot the sometimes subtle signs of abuse. 

• Health Care and the Homeless Project — allows students to spend time at shel- 
ters such as South Baltimore Station, providing health care screening and edu- 

Faculty members provide countless uncompensated hours of primary and pre- 
ventive care to the residents of Baltimore through programs such as: 

• Baltimore Alliance for the Prevention and Control of Hypertension and Dia- 
betes — brings all of the resources of the University of Maryland physician com- 
munity together to promote accessible, comprehensive hypertension and 
diabetes education, prevention and treatment strategies within the Baltimore 
community, with emphasis on the underserved. 

• Focus on Kids — a community/university partnership that addresses the many 
issues, including HIV, drug use and violence, facing pre-adolescents and adoles- 

• Paquin Family Health Center — a school-based health center at Paquin High 
School, Baltimore City's school for pregnant young women and teen mothers. 
Primary, pre- and post-natal care and psychosocial support are provided for 
mother and child. 


The School of Medicine is an integral part of one of the country's first centers for 
professional education and research. Its urban campus, shared with six other pro 
fessional schools and the new Health Sciences I ibrary, the Universit) <>t Maryland 
Medical System, the University of Maryland Biotechnology Institute's Medical 

Biotechnology (.enter And the Baltimore Veterans Affairs Medical Center, also 
hosts the Hope Lodge and Baltimore Ronald Mc 1 )onald 1 louse, both offering low 


cost housing and a home-atmosphere for adult and pediatric outpatients and their 
families receiving medical treatment in the Baltimore area. 

Opportunities abound for faculty and students to join with other health and 
human service professionals in interdisciplinary study, informal discourse and col- 
laborative clinical practice and research, offering students a wide selection of field 

In addition to professional opportunities, the city of Baltimore offers a stimu- 
lating environment in which to live and study. Baltimore residents enjoy the 
sophistication of a large metropolitan city combined with easy accessibility to sur- 
rounding beaches, mountains and rural areas. The many attractions and resources 
of Washington, D.C. are less than a one-hour drive from Baltimore. 

Having been the setting for significant events in the history of our country and 
a renowned foreign-commerce seaport, Baltimore maintains a strong feeling of the 
past, typified by the many charming neighborhoods of restored houses and an 
abundance of historic monuments and buildings. Within easy walking distance of 
the campus is the nationally acclaimed Inner Harbor area where Harborplace, the 
National Aquarium, Maryland Science Center, Colombus Center and the Pier 6 
Pavilion share the festival atmosphere of the harbor with hotels, shops and restau- 
rants, water taxis, pleasure boats and tour boats and a variety of frequently visiting 
international ships. Both restored and newly constructed townhouses and condo- 
minium complexes share the waterviews, excitement and atmosphere of downtown 

Warm weather months signal festival time in Baltimore with such annual offer- 
ings as Preakness Festival Week, Artscape, the Baltimore City Fair, the Flower Mart 
and the many ethnic festivals that celebrate the city's diverse populations. As a cul- 
tural center, Baltimore has offerings to please the most discriminating, including a 
world-class symphony orchestra, excellent museums and libraries, professional the- 
ater, ballet and opera. 

For sports fans Baltimore boasts a varied menu. Offerings include American 
League Baseball with the Orioles, professional football with the NFL Ravens, 
indoor soccer and ice hockey, NCAA and club lacrosse, horseracing and steeple- 
chase and polo in the suburban counties. The home of the Baltimore Orioles, Ori- 
ole Park at Camden Yards, is but a two-block stroll from the University of 
Maryland, Baltimore campus and the new Ravens' stadium immediately adjacent 
to it inaugurated the 1998 season. There are numerous public golf courses in the 
city and surrounding counties, and the Baltimore harbor and nearby Chesapeake 
Bay offer unparalleled opportunities for boating and water sports. Gastronomy afi- 
cionados will delight in experiencing the seafood for which the region is famous. 

School of Medicine 

Admissions Information 


The University of Maryland School of Medicine is a participant in the American 
Medical College Application Service (AM CAS). All requests for a place in the first- 
year class must be initiated by an AM CAS application. AMCAS application request 
cards can be obtained from AMCAS, Section for Student Services, Association of 
American Medical Colleges, 2501 M Street, N.W., Lobby-26, Washington, D.C. 
20037-1300, or from the Committee on Admissions, School of Medicine, Uni- 
versity of Maryland, Baltimore, 655 West Baltimore Street, Baltimore, Maryland 
21201-1559. In addition, they are usually available from the premedical advisory 
office at the undergraduate college. AMCAS application material is ready for dis- 
tribution about mid-May of the year in which an individual plans to submit an 
application to the School of Medicine. 

For the School of Medicine, the AMCAS application is the first of a two-stage 
application process and is due in Washington by November 1 . The Committee on 
Admissions thoroughly reviews the AMCAS application and, based on the infor- 
mation contained in it, determines whether the second stage (School of Medicine) 
application form will be sent. A non-refundable application fee ($50), payable to 
the University of Maryland School of Medicine, is sent only with submission of the 
second stage application form, which is due by December 1 . All applicants who are 
determined to be residents of the state of Maryland are invited to submit a second- 
stage application. Nonresidents will either be sent second-stage application mate- 
rial or will be informed that the Committee on Admissions cannot continue the 
application process. 

The application form, supporting credentials and letters of recommendation 
should be filed as early as possible in the application period. Please do not have let- 
ters of recommendation sent prior to submission of the second-stage application. 

The applicant must assume responsibility for assuring that all required materi- 
als and the completed application packet are filed with and received by the Com- 
mittee on Admissions. The applicant is expected to respond truthfully And 
completely to all questions on the AMCAS and School of Medicine application 
forms. An applicant who provides false or misleading information may be denied 
admission or, if enrolled before discovery of irregularity in the application process. 
may be dismissed from the school. 


I he University of Maryland School oi Medicine has an Early Decision Program 

for applicants who are sure that their first choice ot medical schools is the Univei 
sity of Maryland. The ( 'ommntee on Admissions interviews selected early decision 

Admissions Information 9 

applicants and makes a decision on these students before considering the regular 
pool of applicants. By applying for early decision, the highly qualified applicant 
avoids having to make numerous other applications. Applicants with less compet- 
itive academic credentials, or those without the support of their premedical advi- 
sor, are discouraged from applying through this program. 

The early decision applicant must apply only to this school by the AMCAS 
deadline of August 1. Applicants must provide all supplementary information by 
September 1 . Interviews will take place at the medical school between mid-August 
and late September. No one will be accepted without an interview. If offered a place 
by this school, the applicant cannot apply elsewhere. All decisions for this program 
are made by October 1 . 

The Committee on Admissions can make one of three decisions for each early 
decision applicant: 1) acceptance; 2) rejection; or 3) placement into the regular 
applicant pool for review at a later time. Each applicant will be notified promptly 
of the Committee on Admissions' decision so that those not accepted through this 
program can apply elsewhere. 

Individuals who apply through the Early Decision Program cannot apply to any 
other medical school until they are notified that they have not been accepted 
through this program at the University of Maryland. 


Academic achievement, extracurricular activities, personal characteristics, recom- 
mendations from the premedical committee or college instructors, scores on the 
Medical College Admissions Test (MCAT) and personal interview all are consid- 
ered in the committee's evaluation of an applicant. Academic achievement and/or 
high MCAT scores do not in themselves ensure acceptance. Of significant concern 
to the Committee on Admissions are the applicant's character, personality and 
potential to perform as a medical student and as a future physician. Personal 
integrity, emotional maturity and stability, motivation, interests and activities out- 
side the classroom and interpersonal and communication skills are all carefully eval- 
uated. Candidates for the M.D. Degree must have the attitudes, knowledge and 
skills to function in a broad variety of interpersonal situations and to render a wide 
spectrum of patient care. Proficiency in both written and spoken English is 
required. A copy of the School of Medicine's policy on Essential Requirements for 
Admission, Academic Advancement and Graduation is available upon request. 

Applications from persons with outstanding credentials from other areas of the 
United States and Canada are welcome and will receive all possible consideration. 
Preference in the selection process is given to residents of the state of Maryland. 
Applications can be processed only from citizens of the United States and Canada 
or from individuals who reside in this country on a permanent resident visa. Occa- 
sionally an applicant residing in the United States holds a visa permitting him or 
her to live in the United States indefinitely and to establish residency in one of the 
states. Applications are accepted from these individuals. Those on a time-limited 
visa, such as a student visa, are not eligible for admission to the School of Medicine. 

10 School of Medicine 


The student should plan a four-year undergraduate curriculum with a suitable arts 
or science major leading to a bachelor's degree. The Committee on Admissions 
encourages all applicants to pursue a course of study that is rigorous, scholarly and 
focused on areas that are intellectually challenging and interesting to the applicant. 
The Committee on Admissions seeks to admit students with diverse academic 

A minimum of 90 semester hours of acceptable college credit is required, exclu- 
sive of physical education and military science. These must be earned in colleges or 
universities whose names appear on the current list of Accredited Institutions of 
Higher Education as compiled by the National Committee of Regional Accredit- 
ing Agencies of the United States. The only courses accepted are those that are 
approved for credit towards a degree by the university or college attended. Prepa- 
ration at a foreign college or university must be supplemented by two years or more 
of work in an approved university or college in the United States. 

Successful completion of the following courses and credits is required prior to 
matriculation at the School of Medicine. A grade of C or better is mandatory for 
all required courses. 


Semester Hours 

Biological sciences 
General chemistry 
Organic chemistry 
General physics 

8 with lab 
8 with lab 
8 with lab 
8 with lab 

No more than 60 hours can be accepted from accredited junior colleges and 
then, only if these credits are validated by a college offering a Bachelor of Arts or 
Science degree. Advanced placement credits for science courses taken in high school 
may be accepted if the applicant's college (which grants the bachelor's degree) has 
given college credit for those courses. Other exceptions may be granted at the dis- 
cretion of the Committee on Admissions. 

Selected students who enter the School of Medicine from colleges that usually 
grant a baccalaureate degree after the successful completion of the first year of med- 
ical school are responsible for: (1) providing a certificate from the college or uni- 
versity certifying eligibility for this degree; and (2) meeting all requirements of the 
School of Medicine for advancement to the second year. 

The MCAT must be taken no later than fall of the year preceding the desired 
year of entrance and must be taken within four years of the anticipated date ot 
matriculation. Applicants should write to the MCAT Program Office, 22SS North 

Dubuque Road, P.O. Box 4056, Iowa C aty, Iowa 52243, for further information 

and registration (onus, or to the ( 'ommittee on Admissions. 

A letter of recommendation from the undergraduate premedical committee oi 
an officially designated premedical advisor is required. It the applicant's undei 

Admissions Information 

graduate college or university does not have a premedical committee or advisor, 
three letters of recommendation are required from faculty who have taught the 
applicant. Two of these letters must come from instructors who have taught the 
applicant in the sciences. Applicants who have earned advanced degrees or who 
have been out of school for a significant length of time should submit a letter of rec- 
ommendation from each component of their education or major work-related 
experience. Letters of recommendation should be submitted by individuals quali- 
fied to evaluate the applicant's accomplishments, productivity and character in an 
objective and critical manner. All letters of recommendation should be sent directly 
to the Committee on Admissions. They are not to be sent to AM CAS. 

Each applicant's credentials are evaluated by the Committee on Admissions to 
determine if an interview is to be granted. All interviews are conducted at the Uni- 
versity of Maryland School of Medicine. These interviews are scheduled in advance 
by invitation. 

In its selection process, the Committee on Admissions must use the applicant's 
residency status that is in effect on the last day applications can be received (Decem- 
ber 1). The University of Maryland, Baltimore office of records and registration is 
responsible for all decisions regarding residency. All questions, complaints and 
appeals regarding residency status should be directed to that office: 62 1 West Lom- 
bard Street, Baltimore, Maryland 21201-1575; 410-706-7480, not to the School 
of Medicine Office of Admissions. Nonresidents who matriculate at the School of 
Medicine should plan to maintain that status throughout the four years of medical 
school. Current standards for reclassification to in-state status are rigorous and 
make reclassification difficult. 

For further information regarding the admissions process in general, the appli- 
cant is referred to a booklet entitled "Medical School Admissions Requirements," 
which can be obtained from: 

Association of American Medical Colleges 
Membership and Publication Orders 
2450 N Street, N.W. 
Washington, D.C. 20037-1131 


Students who have attended medical school in the United States and abroad are eli- 
gible to file application for admission to the third-year class only. Applications must 
be submitted between February 15 and May 1 of the desired year of admission. 
Applicants for advanced standing must meet all of the current first-year entrance 
requirements and must present acceptable medical school credentials and a med- 
ical school record based on courses that are equivalent to similar courses in this 
school. The applicant must have taken the MCAT examination and completed the 
undergraduate prerequisites. Applicants for admission with advanced standing to 
the third-year class also are required to take and pass Step I of the United States 
Medical Licensing Examination. 

12 School of Medicine 

No student who has been dismissed from any medical school will be considered 
unless his/her former dean submits a letter addressed to the Committee on Admis- 
sions confirming that the student has been reinstated in good standing and is eli- 
gible for promotion. No student can be considered who is not eligible for 
promotion at the time of transfer. 

Persons who already hold the degree Doctor of Medicine cannot be admitted to 
the medical school as candidates for that degree from this university. This is true 
for both advanced standing and first-year applicants. Individuals whose graduate 
work has been in the fields of dentistry, osteopathic medicine or podiatric medi- 
cine are not candidates for advanced standing. 

Admissions Information 13 

Financial Information 


An initial determination of in-state status for admission, tuition and charge-differ- 
ential purposes will be made by the university at the time a student's application 
for admission is under consideration. 

The University of Maryland, Baltimore Policy for Student Residency Classifi- 
cation for Admission, Tuition and Charge-Differential Purposes was changed 
effective with the fall 1991 semester. There are several significant changes in the 
criteria for determining eligibility for in-state status. Students currently classified 
as nonresidents are encouraged to review this policy. Copies of the policy are avail- 
able at the registrar's office, office of records and registration, room 326, Baltimore 
Student Union, (410) 706-7480. 






Application Fee/Matriculation Fee* 

$ 50.00 

Tuition — In-State 



Tuition — Out-of-State 



Student Activities Fee 



Transportation Fee 



Hospital Insurance (Individual) ** 



Student Liability Insurance *** 



Supporting Facilities Fee 



Disability Insurance 



Dormitory Fee **** Contact Housing 



Graduation Fee — Seniors 


Student Government Fee 



Hepatitis Vaccine (First Year) 


TB Screening 


Laptop Computer - First Year 

not determined 

Second Year 



(Billed for four semesters) 

Late Payment Fee 5% or $ 1 00.00 Maximum 

* An application fee of $50 should be submitted with the formal application to the 
School of Medicine. This fee will be applied against the matriculation fee for accepted 
students. A partial tuition prepayment may be required before matriculation. 

** Hospital insurance is required of all full-time students. A brief outline of the 
student health insurance program is furnished to each student. Students with equiva- 

14 School of Medicine 

lent insurance coverage must provide proof of such coverage by September 15 for fall reg- 
istration and by February 15 for spring registration to Student and Employee Health 
at the time of registration to obtain a hospital insurance waiver. Rates quoted are sub- 
ject to change. 

*** Student liability (malpractice) insurance is required of all students. 

**** Rate based on 1 0-month year. Transient rates available for summer. 

NOTE: Costs are subject to change without prior notice 


The application and/or matriculation fee partially defrays the cost of processing 
applications for admission and enrollment data in the professional schools. These 
fees are not refundable. 

The tuition charges meet a portion of the costs for the educational program and 
supporting services. 

Student activities fees are used to meet the costs of various student activities, stu- 
dent publications and cultural programs. The Student Government Association, in 
cooperation with the Dean's Office, recommends expenditure of the fees collected. 

The supporting facilities fee is used in support of the expansion of various facil- 
ities on campus that are not funded or are partially funded through other sources. 

The transportation fee helps to expand and enhance parking and shuttle 

Diploma fees are charged to help defray costs involved with graduation and 

Tuition and fees bills are due prior to the first day of class or a late payment fee 
of 5 percent, not to exceed Si 00, will be automatically added to the bill. On or 
before the due date, an installment payment plan is available to students with a bal- 
ance over $500. The plan divides payments into three equal installments, the first 
paid by the due date and the balance in succeeding 30-day installments. The install- 
ment payment plan must be done in person in the student accounting office. 

All checks and money orders should be made payable to the University of Man- 
land for the exact amount of the actual bill. 

A service charge is assessed for dishonored checks returned unpaid by the drawee 
bank because of insufficient funds, stopped payment, postdating or draw n against 
uncollected items. 

• For checks up to $24.99— $5 

• For checks from $25 and up — $25 

Late registration k-es defray the cost of special handling involved tor those who 
do not complete their registration on the prescribed days. No diploma, certificate 
or transcript will he issued to a student until all financial obligations to the univer- 
sity have been satisfied. 

I he university reserves the right to make such changes in fees and other charges 

as may he necessary. 

Financial Information I 5 


To attend classes at the University of Maryland, Baltimore campus it is necessary 
to process an official registration. All students are required to register each term in 
accordance with current registration procedures. The balance of tuition and fees is 
due and payable on the dates specified for registration. Registration is not com- 
pleted until all financial obligations are satisfied. Students who do not complete 
their registration, including the payment of their bill on the registration days, will 
be subject to a late registration fee. 

Courses taken concurrently with a University of Maryland, Baltimore registra- 
tion at another campus or institution must have program approval in advance by 
the appropriate University of Maryland, Baltimore officials. Off-campus registra- 
tion forms are available in each dean's office and in the office of records and regis- 

Although the university regularly mails bills to advance-registered students, it 
cannot assume responsibility of their receipt. If any student does not receive a bill 
prior to the beginning of a semester in which he or she has advance-registered, it is 
that student's responsibility to contact student accounting, Administration Build- 
ing, during normal business hours. 

Students who arena-register or advance-register and subsequently decide not to 
attend must notify the office of records and registration, room 326, Baltimore Stu- 
dent Union, in writing, prior to the first day of instruction. If this office has not 
received a request for cancellation by 5:00 p.m. of the last day before instruction 
begins, the university will assume the student plans to attend andaccepts the finan- 
cial obligation. 

After classes begin, students who wish to terminate their registration must sub- 
mit an application for withdrawal to the office of records and registration. Students 
are liable for all charges applicable at the time of the withdrawal. 

If a satisfactory settlement or agreement for settlement is not made with the 
business office within 10 days after a payment is due, the student is automatically 
barred from attendance at classes and will forfeit the other privileges of the School 
of Medicine. 


Students who wish to leave the School of Medicine at any time during the aca- 
demic year are required to file a letter of resignation with the dean. In addition, an 
Application for Withdrawal form bearing the proper signatures must be filed with 
the office of records and registration. The student must satisfy the authorities that 
he or she has no outstanding obligations to the school and must return his or her 
student identification card. 

If the above procedures are not completed, the student will not be entitled to 
honorable dismissal and will forfeit the right to any refunds to which that student 
would otherwise be entitled. The date used in computing refunds is the date the 
application for withdrawal is signed by the dean. 

16 School of Medicine 


Students who voluntarily withdraw during an academic semester will be given no 
credit. Students are not permitted to resort to withdrawal in order to preclude cur- 
rent or impending failures. Their standing on withdrawal will be recorded at the 
Office of Records and Registration. Students who withdraw from the medical 
school and later desire readmission must apply to the Committee on Admissions 
unless other arrangements have been made with the dean's written consent. 


Refund requests of students officially withdrawing from the school must be 
processed through the campus office of records and registration. The amount of 
tuition and fees to be refunded to the student is dependent on time completed in 
the relevant semester. 

In accordance with federal regulations, there are two refund policies in effect at 
the University of Maryland, Baltimore. 
I. First-time students 

A. Students who have registered and are attending UMB for the first 
time; i.e., who have registered for their first semester on this campus, 
and withdraw on or before the sixty percent point of enrollment (e.g., 
during or before the ninth week of a fifteen-week semester) will be 
refunded according to the required pro rata formula. (After the sixty 
percent point in the semester, no refund is due the student) 

B. Pro rata refunds require the university to return an amount propor- 
tional to the portion of the enrollment not yet completed by the stu- 
dent. In the case of uneven portions of enrollment remaining, the 
refund is rounded down to the nearest ten percent. Any unpaid 
charges are deducted from the refund amount. If the student has 
received aid for the semester, the aid is repaid first; any remaining bal- 
ance goes to the student. 

II. All students not first-time 

A. Students not enrolled in their first semester are eligible for refunds 
upon withdrawal according to the following schedule: 

• Withdrawal on or before the first scheduled day of class; 100% 
refund and cancellation of registration 

• Withdrawal after the fust scheduled day or class through 10% of 
the semester — 90% refund 

• Withdrawal after the first 10% through the first 25% of the semes- 
ter — 50% refund 

• Withdrawal after the first 25% through the first 50% of the seines 
ter — 25% refund 

• Withdrawal after the first 50% of the semestei No refund 

Financial Information 

Schedules indicating the cut-offdates each semester for every level of refund will 
be made available by the office of student accounts. 

B. Withdrawing students who received financial aid to pay for the tuition 
and fees assessed will have refunds returned to the aid program from 
which the charges were paid in the following order: 
Federal SLS Loan 

Federal Unsubsidized Stafford Loan 
Federal Subsidized Stafford Loan 
Federal PLUS Loan 
Federal Perkins Loan 
Federal Pell Grant 

Federal Supplemental Education Opportunity Grant 
Institutional Loans, HPSL, etc. 
Maryland State Scholarship Programs 
Institutional Scholarship Programs 
Private Scholarship Programs 

• Refund amounts over and above those amounts repaid to the var- 
ious aid programs will be returned to the student 

• In calculating the federal refund, any unpaid charges owed by the 
student will remain as the student's responsibility and will not be 
covered by any federal aid received 

Additional Notes: 

• Aid that has been awarded and certified before the withdrawal date 
may be used to pay required tuition and fees, even if it has not yet 
been disbursed 

• Federal Financial Aid recipients who cease to attend classes with- 
out officially withdrawing through the office of records and regis- 
tration will have an unofficial withdrawal date determined for 
them by the financial aid office on a case-by-case basis, and that 
date will then be used in calculating the refund 


Students who are in good standing may be granted a one-year leave of absence on 
request of the dean. Longer leaves can be arranged only under special circumstances 
with the exception of those students in the combined MD/PhD program. 


Dissecting Instruments: At the beginning of the first year, all freshmen must 
possess a complete set of dissecting instruments similar to those on display at the 
campus bookstore. 

School of Medicine 

Laptop Computer: Entering freshman medical students will be required to 
purchase/lease a laptop computer from the University of Maryland. Information 
regarding specific system requirements and purchasing, leasing and financing 
options will be provided in June each year. Students are advised not to purchase a 
laptop computer outside the University. 

Microscope: Microscopes will be provided by the medical school. 

Other Equipment: By the second year, medical students are required to have an 
ophthalmoscope, otoscope, a blood pressure cuff.and stethoscope. The estimated 
cost of these items, plus other essentials such as lab coats, is $400 to $450. 


The School of Medicine's financial aid program is available to medical students 
who demonstrate financial need. Aid programs are centrally administered by Stu- 
dent Financial Aid, located in the Baltimore Student Union. To qualify for aid, 
students must apply annually and continue to meet certain eligibility requirements. 
To apply for financial aid, complete a Free Application for Federal Student Aid 
(FAFSA) and send it to the Federal Processing Center. To obtain an application, 
call or visit the Office of Student Financial Aid. 

Student Financial Aid 

University of Maryland, Baltimore 

621 West Lombard Street BSU Room #334 

Baltimore, Maryland 21201 

410 706-7347 


Aid packages often include a combination of loans, grants, scholarships and 
part-time employment designed to meet a student's need. In addition to school 
resources, outside funding agencies make financial assistance available to qualified 
medical students. Priority filing date is March 1 5. 

Student assistance is awarded on the basis of demonstrated financial need. Eli- 
gibility for financial aid is dependent upon the student maintaining satisfactory 
academic progress. When determining the amount to be awarded, the following 
are considered: (1) income, assets and resources of the student; (2) support avail- 
able to the student from non-university sources and (3) the costs reasonably neces- 
sary for full-time attendance at the school. Souk- programs also consider income, 
assets and resources of the student's parents. 

Financial Information 


University Grants: Preference is given to Maryland residents. 

Dean's Scholarship: Funds provided by the school are awarded primarily to 
non-resident students. 

Medical Alumni Association: Interest-free loans are available to students on 
the basis of financial need. 

Private and Endowment Funds: From bequests and private donations, the 
School of Medicine has established private and endowment accounts to provide fel- 
lowships, scholarships and loans for students on the basis of their academic achieve- 
ment and financial need. The amounts of these fellowships, scholarships and loans 
vary and are awarded on an annual basis in accordance with school policy. 

The availability of support from each of the funds listed below is dependent 
upon the income generated. Moreover, since many of the funds are governed by 
specific provisions set forth by the donors, awards must be made accordingly. 


APPM Auxiliary Scholarship 

Balder Scholarship Fund 

James E. Bond Memorial Fund 

Dr. Robert W. Buxton Scholarship 

Percy M. Chaimson Scholarship Fund 

Israel and Cecilia E. Cohen Scholarship 

Dr. William H. Crim Scholarship 

Isaac C. Dickson Scholarship Fund 

Dodge Fund 

Marcia Thomas Duncan Medical Scholarship 

A. Lee Ellis Scholarship 

Arthur Wright Erskine Scholarship 

Dr. John E. Esnard Endowment 

Sharon Fox Scholarship 

Samuel Leon Frank Scholarship 

Milton Ginsberg Scholarship Fund 

Harry Gudelsky Fund 

Horace Bruce Hetrick Scholarship 

Margaret A. Hicks Scholarship 

Charles M. Hitchcock Scholarship 

Donald J. Hobart Scholarship 

G. D. Jackson Scholarship 

Leo Karlinski Scholarship 

Elsie Larrimore Scholarship 

Emmett and Ruth Light Scholarship 

20 School of Medicine 

Dr. Alex J. and Clara Maysels Scholarship 

Dr. James N. McCosh, Jr. Memorial Scholarship 

Nataro Family Scholarship Fund 

Frederick and Anne Nichols and Edwina Justin Fund 

Henry Rolando Scholarship Fund 

Morton and Elaine Schwartz Scholarship 

David Street Memorial Scholarship 

Dr. Charles Robert Thomas 

Michael Vinciquerra Trust Scholarship 

Clarence and Geneva Warfield Scholarship 

Walter N. Winters Scholarship 

Randolph Winslow Scholarship 

W. R. Winslow Residency Trust 

Henry Zoller, Jr. Scholarship 

Class of 1969 Scholarship Fund 

Loan Funds 

Balder Foundation Fund 

Class of 1 9 1 6 Memorial Loan Fund 

Class of 1 935 Student Loan Fund 

Jay W. Eaton Loan Fund 

Dr. Wetherbee Fort Loan Fund 

Gold-Steinberg Memorial Loan Fund 

Isaac Gutman Loan Fund 

Sean Peter Houlihan Memorial Fund 

Robert Wood Johnson Foundation Loan Fund 

W.K. Kellogg Loan Fund 

William and Sarah Kraut Loan Fund 

Michael H. Lipman Loan Fund 

Joseph Lipskey Loan Fund 

Jacob B. and Shirley K. Mandel Loan 

Drs. Charles W. and Kathleen R. McGrady Student Loan Fund 

Medical Alumni Association Student Loan Fund 

Edward and Lina Meirhoff Loan Fund 

Dr. William B. Rogers Student Loan Fund 

Jessie Smith Noyes Loan Fund 

Charles Pfizer Loan Fund 

Dr. F. Mason Sones Jr. Memorial Student Loan Fund 

Webster M. Strayer Loan Fund 

Jimmie Swam Foundation Loan Fund 

Jay Whitman Memorial Student loan Fund 

Financial Information 21 


Central Scholarship Bureau offers interest-free loans in amounts up to 
$3,500 per year (maximum total of $8,000) to qualified Baltimore City and Balti- 
more County residents. 

c/o #108 Bristol House Apartments 
4001 ClarksLane 
Baltimore, Maryland 21215 

Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual 
at 5 percent and principal payments are deferred until one year after graduation at 
which time both interest and principal payments begin. Both interest and princi- 
pal may also be deferred for internships and residencies and for up to three years of 
service in the uniformed services (including National Health Service Corps) and 
the Peace Corps. Interest accrues from beginning of repayment period. Recipients 
must enter and complete a residency training program in primary health care no 
later than four years after graduation from the institution. Recipients must also 
practice primary health care until the loan is repaid in full and provide annual cer- 
tification that they are practicing primary health care. Primary health care is defined 
as family medicine, general internal medicine, general pediatrics, preventive med- 
icine or osteopathic general practice. 

Maryland State Scholarship Administration offers one-year Maryland 
Professional School Scholarships of $200-$ 1,000, which can be sought for subse- 
quent years by proper reapplication. Senatorial and House of Delegates awards are 
also available. To apply, students should complete the Federal Renewal Free Appli- 
cation for Federal Student Aid or the Free Application for Federal Student Aid. 

The Maryland State Scholarship Administration also awards Maryland 
Family Practice Scholarships. These awards are for students enrolled in the School 
of Medicine, University of Maryland, Baltimore, and pursuing a Doctor of Medi- 
cine degree. A recipient must have been a Maryland resident for five years, have def- 
inite financial need and be willing to enter the general practice of medicine serving 
the state of Maryland in an area of need (bond required). These $7,500 per year 
awards continue for up to four years and no renewal application is required. 

National Medical Fellowships are need-based awards to minority medical stu- 
dents. For further information and applications write: 

National Medical Fellowships 

250 West 57th Street 

New York, New York 1 00 1 9 

22 School of Medicine 

Federal Work-Study Program: provides jobs for students who need finan- 
cial aid and who choose to earn part of their educational expenses. Jobs are arranged 
either on or off campus with a public or private nonprofit agency. Eligible students 
may be employed for as many as 20 hours per week. To be eligible for Federal 
Work-Study a student must apply for financial aid and demonstrate financial need. 

Federal Perkins Loans (formerly known as National Defense/Direct Student 
Loans) are made by the university to students. The aggregate legal loan maximum 
is $30,000 (including undergraduate borrowing). The annual interest rate is 5 per- 
cent. Interest does not accrue until repayment begins. 

Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) 
are made by private lenders. The annual legal loan maximum for graduate students 
is $8,500. The aggregate loan limit is $65,500 including graduate and undergrad- 
uate debt. Current interest rate for new borrowers will be variable, but not higher 
than 8.25 percent. Interest does not accrue until repayment begins. 

Federal Unsubsidized Stafford Loans are made by private lenders. Students 
may borrow up to $ 1 0,000 a year with an aggregate limit of $73,000. The interest 
rate is variable and will be adjusted annually, with a 8.25 percent cap. Interest will 
accrue on the loan from the date of disbursement and may either be paid quarterly, 
annually, or will be capitalized. 

Alternative Loans are designed to meet the remaining student's eligibility after 
both Federal Subsidized and Unsubsidized Stafford Loans have been borrowed. 
Alternative loans are credit based. Students are strongly encouraged not to borrow 
this loan unless absolutely necessary. 

Federal regulations governing financial aid are subject to change, and it is sug- 
gested that interested applicants contact the Financial Aid Office to ensure having 
the most recent information. 

Financial Information 23 

Academic Information 


The University of Maryland, Baltimore is accredited by the Middle States Associ- 
ation of Colleges and Schools. The School of Medicine is accredited by the Liaison 
Committee on Medical Education, the accrediting body for the Association of 
American Medical Colleges and the American Medical Association. 


The University of Maryland School of Medicine authorities reserve the right to 
make changes in requirements for admission, curriculum, standards for advance- 
ment and graduation, fees and rules and regulations. 

Matriculants are required to accept the provisions of the Judicial Board and 
agree to assume its obligations prior to registration. 

Students who report for classes later than one week after the scheduled time will 
be permitted to begin work only by permission of the dean. Attendance at all sched- 
uled classes is expected. 

Notice of change of address should be submitted promptly to the dean's office 
and to the office of the registrar. 

All new students, whether they are admitted to the first-year class or with 
advanced standing, are expected to attend an orientation for new students. 


Final grades for courses in all four years are recorded as follows unless otherwise 
specified by course director: 

A Excellent 

B Very Good 

C Satisfactory 

D Unsatisfactory — "D" grades are remediable only by examination or other 

appropriate remediation with a maximum grade of "C" possible on the 
portion of the course remediated. The final grade will be determined by 
the coursemaster. 

F Fail — requires repeat of the course or an approved equivalent. 

Inc Incomplete — This designation is used only when mitigating circum- 
stances exist; e.g., illness or unavoidable absence has prevented the student 
from completing the course on time. It is to be viewed as a non-prejudicial 

24 School of Medicine 

entry on the student's record; the grade "Inc" remains on the official student tran- 

An award of "Honors" is given to a student who receives a final grade of "A" 
and performs at a clearly outstanding level and/or who performs an additional 
scholarly effort. Specific criteria for honors are determined by the coursemaster or 
course committee. 

Other grading policies by specific courses such as Pass/Fail grading are 
announced to the class at the beginning of the course. 

In addition to the final objective grade and the "Honors" category, the student's 
overall performance is evaluated subjectively. The new curriculum, with added 
small group activities and problem-based learning groups, allows for such assess- 
ment in the basic science years. Clinical years' activities are in small groups with 
close mentoring. A passing grade in any course may be contingent upon a certain 
level of attendance and participation above and beyond examination performance. 
Appropriate evaluation forms are designed for this purpose. 

Established rules for advancement and dismissal during all four years have been 
approved by the faculty and student body representatives of the School of Medi- 
cine Council. All regulations related to grading, advancement and dismissal are 
included in the Academic Handbook given to all entering students at orientation. 

The faculty reserves the right to determine whether a student may withdraw, 
repeat, advance or graduate on academic or moral and personal grounds, including 
traits of character. 


The University of Maryland, Baltimore is actively committed to providing equal 
educational and employment opportunity in all of its programs. It is the goal of the 
university to assure that women and minorities are equitably represented among 
the faculty, staff and administration of the university, so that its work force reflects 
the diversity of Maryland's population. 

All employment policies and activities of the University of Maryland, Baltimore 
shall be consistent with federal and state laws, regulations and executive orders on 
nondiscrimination on the basis of race, color, religion, age, ancestry or national ori- 
gin, sex, sexual orientation, handicap, marital status and veteran status. Sexual 
harassment, as a form of sex discrimination, is prohibited among the work force of 
the university. 


In order to matriculate and/or graduate, students must be of good moral character, 
consistent with the licensure requirements of the state of Maryland for physicians, 
and must demonstrate character traits consistent with competent performance as a 
physician. The school reserves the right to dismiss or rail to graduate any student 
whose ac dons or overall academic performance, including clinical performance, do 

Academic Information 25 

not demonstrate good moral character and ability to function effectively as a physi- 
cian. Such action may be taken notwithstanding a student's compliance with stan- 
dards for advancement and graduation set out in the School of Medicine grading 


Ninety-five percent of the students enrolled in the School of Medicine complete 
their course of study within the four-year period; 2-to-3 percent complete their 
course of study within the maximum five-year period. These figures represent those 
students actively pursuing their MD degree. They do not include those students in 
the MD/PhD track (usually six years) or those students who are granted a year off 
to engage in research, etc. 


A high percentage of graduates enter the practice of medicine after completion of 
residency training. There appears to be a moderate excess of physicians in some dis- 
ciplines of medicine and in some geographic areas. However, the overall need for 
persons holding the MD degree is such that all graduates of the School of Medi- 
cine may expect a satisfactory income. 


• American Medical Women's Association Scholarship Achievement Awards 

• The Elijah Adams Award for Excellence in Biological Chemistry is presented to 
the freshman medical student who has achieved an honors grade in the bio- 
chemistry and molecular biology course and has written a paper judged of the 
highest quality by the faculty of the department. 

• The Wayne W. Babcock Award for Excellence in Surgery is awarded to a grad- 
uating senior for outstanding performance in surgery. 

• The Balder Scholarship Award for Outstanding Academic Achievement is pre- 
sented to the graduating senior with the highest academic record throughout the 
medical course. 

• The Leslie B. Barnett Memorial Medical Student Research Fellowship is a com- 
petitive award for the support of a student to perform research. 

• The Eugene Sydney Bereston Award for Excellence in Dermatology is awarded 
to the graduate with outstanding accomplishments and interests in dermatology. 

26 School of Medicine 

• The J. Edmund Bradley Award for Excellence in Pediatrics recognizes the grad- 
uate with both the leading academic record in pediatrics and the characteristics 
most admired in a pediatrician. 

• The Eugene B. Brody Award for Excellence in Psychotherapy honors a graduate 
with outstanding skill in psychotherapy. 

• C. Jellef Carr Award for Excellence in Pharmacology is presented to the sopho- 
more medical student who has achieved an honors grade in the medical phar- 
macology course and has written a paper judged of the highest quality by the 
faculty of the department. 

• The Louis, Ida and Samuel Cohen Award for Personal Attributes of Scholarship, 
Ability and Compassion for Patients is presented to a graduate with superior 
scholarship and scientific knowledge of internal medicine and understanding 
and compassion for patients. 

• Dean's Award for Excellence in Research is presented to the graduating senior 
who has performed the most notable research during the course of the standard 
MD program. 

• The Donaldson Prize for Excellence in Pathology honors the graduating senior 
who has demonstrated excellence in didactic and laboratory work in the disci- 
pline of pathology. 

• The Louis Harriman Douglass Award for Excellence in Obstetrics and Gyne- 
cology recognizes the graduating senior with an outstanding academic record 
and a particular interest in obstetrics and gynecology. 

• The Robley Dunglison Award for Excellence in Preventive Medicine honors the 
graduating student who has demonstrated outstanding competence in the fields 
of preventive medicine and public health. 

• The Society for Academic Emergency Medicine Award for Excellence in Emer- 
gency Medicine recognizes the senior who has captured the essence of the ideal 
emergency physician by demonstrating high skill, equanimity and kindness in 
an environment which requires quick, clear thinking and action. 

• Faculty Gold Medal for Outstanding Qualifications for the Practice of Medicine 

honors a graduate with outstanding scholarly accomplishments .\nd those qual- 
ities of humanity and dedication most desirable in a physician. 

• The Jacob Finesinger Award tor Excellence in Psychiatry honors the graduate 

who has demonstrated outstanding skills in general psychiatry. 

Academic Information 27 

• The Harlan I. Firminger Award for Excellence in General and Systemic Pathol- 
ogy is presented to the student with the highest performance in the sophomore 
pathology course. 

• The A. Bradley Gaither Memorial Award for Excellence in Genito-Urinary 
Surgery recognizes the graduate who excelled during the senior clerkship in 
genito-urinary surgery. 

• The Geriatrics and Gerontology Education and Research Program Award for 
Excellence in the Field of Aging recognizes a professional undergraduate or grad- 
uate student who has demonstrated outstanding interest and commitment to the 
care of older persons. 

• The Doctor Sheldon E. Greisman Award is presented to the student whose per- 
formance in the first-year physiology course is deemed outstanding. 

• The William Alexander Hammond Award for Excellence in Neurology is awarded 
to the graduating senior with outstanding accomplishments in neurology. 

• The Doctor Martin Helrich Prize for Excellence in Anesthesiology recognizes the 
graduate with the highest academic distinction during the senior clerkship in 

• The Doctor Leonard M. Hummel Memorial Award for Excellence in Internal 
Medicine honors a graduate with outstanding qualifications in internal 

• The Edward J. Kowalewski Award for Excellence in Education and Training in 
Family Practice is presented to the fourth-year student who has demonstrated 
special interest and high academic achievement in family practice. 

• The Abraham Lilienfeld Award in Epidemiology and Biostatistics is awarded to 
the graduating student with an outstanding performance in the courses given by 
the department in the first two years of medical school. 

• The Doctor I. Earl Pass Memorial Award for Exceptional Proficiency in Inter- 
nal Medicine recognizes a member of the graduating class with an outstanding 
performance in medicine. 

• The Doctor Milton S. Sacks Award in Hematology is awarded to the graduate 
with the most distinguished record in hematology. 

• Student National Medical Association Service Award is presented to the gradu- 
ating senior who has demonstrated leadership in the Student National Medical 
Association and made outstanding contributions to the minority community. 

28 School of Medicine 

• Summa, Magna and Cum Laude Awards of Honor are presented to those can- 
didates for graduation who have exhibited outstanding qualifications for the 
practice of medicine during their four academic years. 

• The Uhlenhuth Award for Excellence in the Anatomical Sciences is awarded in 
recognition of the graduate with the highest academic record in the anatomical 

• The Rudolf Virchow Award for Research in Pathology is awarded to graduates 
who have made outstanding contributions to research in the field of pathology. 

• The Joseph E. Whitley Award for Academic Excellence in Radiology. 

• The Hans R. Wilhelmsen Prize for Outstanding Achievement in Surgery is 
awarded to the graduate with the highest academic record in surgery. 

• The Charles L. Wisseman Jr., Award for Excellence in Microbiology and 
Immunology is presented to the student with the highest academic record in 

• The Theodore E. Woodward Prize in Internal Medicine is the highest award in 
internal medicine. It is presented to the graduate who has an excellent academic 
record in the discipline of internal medicine and has displayed the attributes of 
compassion and dedication in the care of patients. 

• The Theodore E. Woodward Award in Physical Diagnosis awarded at com- 
mencement to the graduate whose sophomore performance in physical diagno- 
sis best exemplified the desirable combination of factual information, clinical 
skills and humanity, and characteristics of an accomplished physician. 

• The William D. Kaplan, M.D. awarded at commencement is presented to a grad- 
uating senior who best combines humanism with the clinical study of medicine. 

• The William H. Mosberg, Jr., M.D. Award for Neurosurgery awarded at com- 
mencement to a student who demonstrates academic excellence as well as per- 
sonal distinction. 

• The Dr. Jeremy Hallisey Prize awarded at commencement to graduating stu- 
dents pursuing a career in anesthesiology who best demonstrate the quality of 
compassion. Provided no graduating seniors pursuing a career in anesthesiology, 
the prize shall be awarded to graduating seniors pursuing a career in surgery who 
best demonstrates the quality of compassion. 

Academic Information 29 


Grade point averages (GPA's) are computed in this medical school only for two 
purposes: nomination of students for election to Alpha Omega Alpha Honor Soci- 
ety (AOA) and for determination of commencement honors. GPA's are not made 
public or reported to residency programs. The GPA is calculated on a scale of 1-to- 
5 with 1 = C, 3 = B and 5 = A. The third year is given a somewhat higher weight- 
ing than the first two years for purposes of determining commencement honors. 
Although grades of Honors are not computed into the GPA, students must have a 
minimum number of honors grades on their transcript in order to be eligible for 
graduation with honors. Grades from courses taken during the senior year are not 
counted numerically in determination of graduation honors. The criteria for deter- 
mination of students who are to graduate with honors are as follows: 

Minimum Number of 

Level of Honors 

Minimum GPA 

Honors Grades 

summa cum laude 



magna cum laude 



cum laude 




As changes in our Nation's healthcare and healthcare delivery systems continue to 
occur, professionalism in medicine is increasingly debated. There are some who say 
that physicians are losing their professionalism in our highly technical and man- 
aged care environment. Medicine has gone through a dramatic transformation over 
the last four decades. Science has raced ahead with astonishing speed to close in on 
some of the fundamental mysteries of life. 

With the advancement of technology and changing market forces, medicine has 
become complicated and somewhat institutionalized. The health care marketplace 
is pressuring physicians to cut costs, increase productivity and support the bottom 
line. The primacy of the patient-physician relationship is being sorely tested. We 
will emphasize the importance of professionalism in our medical school curriculum 
to ensure that all students understand professionalism and accept its obligations. 
Developing effective physician/patient relationships will become of paramount 
importance. Now we even struggle with definitions of what is a profession? James 
M. Gustafson described a profession as follows: 

• A profession is characterized by mastery of an extensive body of technical knowl- 
edge and concepts or theories that explain that knowledge and guide its applica- 
tions to different circumstances, 

• Professions are institutionalized, and thus there are many social controls over 
professional activity and, 

30 School of Medicine 

• Professions are service oriented. They exist to meet particular human needs of 
individuals and communities. 

One of Abraham Flexner's concepts of professionalism, paraphrased by Dr. 
Richard Foa was "profession will tend to exist or 'be contrived' to achieve societally 
defined goals rather that to serve the self-interests of its members. Professions are 
to be 'increasingly altruistic in motivation.'" 

Students must be prepared to deal with all the competing forces of a rapidly 
changing health care system, and demonstrate the qualities of professionalism dur- 
ing medical school and throughout their careers. It must be clear that we are com- 
mitted to the best outcome for the patient. Each student must be constantly on 
guard to protect, defend and advocate for patients. The common ground on which 
all physicians must stand is that the needs of our patients must come first and fore- 

Each year we hold a White Coat Ceremony, where first-year medical students 
receive their white coats, as a symbol marking the beginning of their new role as a 
medical healer and emphasizing the responsibility they are accepting for the care 
and healing of patients. We constantly re-enforce the importance of professional- 
ism, and remind ourselves that as physicians we are granted extraordinary powers 
by patients and by society. 

Academic Information 31 

Program of Study 

Broadly stated, the educational objectives of the School of Medicine are: 

• To educate students intensively and broadly in medicine and in the science of 
medicine. To equip students to engage in a lifetime of learning in order that they 
may successfully adapt to the changing environment and achieve a high level of 
professional competence and social awareness. 

• To provide opportunities for students at every level of training to pursue areas of 
special interest for intellectual stimulation and/or career advancement. 

• To encourage the development of highly competent primary care physicians, 
specialists and scholars in basic and clinical research and academic administra- 


First and Second Years: The freshman year begins with a one-week block on 
"Informatics" introducing students to the use of information technology in medi- 
cine that will assist learning, research and clinical applications. This is followed by 
a nine-weeks block on "Structure and Development" which offers a comprehen- 
sive overview on the morphological and developmental organization of the body. 
Next comes a one-week "Human Behavior" block taught in an interdisciplinary 
manner, highlighting the importance of behavior in the prevention, incidence, 
prevalence, diagnosis, treatment and prognosis of wellness and illness. Following 
this another nine-weeks block, "Cell and Molecular Biology," presents the funda- 
mentals of biochemistry, cell biology, molecular biology and human genetics and 
correlates them with clinical issues. Next is a two-weeks block of "Cell Function" 
which is an introductory block for the two blocks that follow. This two-weeks block 
will be incorporated into the final block relative to examination. Next is a six-weeks 
interdisciplinary course on the "Neurosciences" describing basic concepts of neu- 
roanatomy, neurochemistry, neurophysiology and clinical neurology. The final 
block, "Functional Systems," runs for eight weeks, providing the freshman student 
with the basic understanding of human physiology in the areas of cellular, cardio- 
vascular, renal, respiratory, gastrointestinal, endocrine and integrative physiology. 
Each is integrated with clinical applications. 

Running concurrently with the blocks is ICP, "Introduction to Clinical Prac- 
tice." Following lectures, one-third of the students visit a clinical site or alternate 
learning area one day per week for ICP. This clinical work is offered three times 
each week, once for each third of the class. 

Problem-based learning sessions, utilizing small groups, are held once weekly 
for a total of two hours. Sessions run concurrently with each block. The remainder 

32 School of Medicine 

of the week is designated for student independent study, for utilization of library, 
Computer Learning Center or faculty mentor when indicated. 

A standing Curriculum Coordinating Committee, composed of department 
chairpersons, special course chairpersons, faculty members-at-large and represen- 
tatives of the student body, has the responsibility of regularly monitoring and 
reviewing the curriculum and recommending changes deemed appropriate. 

The integrated curriculum continues in the second year when sophomore stu- 
dents take two blocks which include; 1) Host Defenses and Infectious Diseases (10 
weeks); and 2) Pathophysiology and Therapeutics (24 weeks). The more lengthy 
block, known as Pathophysiology and Therapeutics, contains neuroscience and 
psychiatry, cardiovascular, gastrointestinal, reproductive, pulmonary, renal, 
endocrine, neoplasia, locomotive and hemopoietic sections. The sophomore year 
is characterized again by two hours of lecture, two hours of small group or labora- 
tory, independent and problem-based learning sessions and clinical practice and 
physical diagnosis. 

Third and Fourth Years. The two clinical years are viewed as a single unit 
with the student assuming progressive responsibility for patient care. The clinical 
experience consists of the following clerkships: Medicine (12 weeks), Surgery (8 
weeks), Family Medicine (4 weeks), Obstetrics, Gynecology and Reproductive Sci- 
ences (6 weeks), Pediatrics (6 weeks), Psychiatry/Neurology (8 weeks) plus a four- 
week elective. As noted, students take all of these rotations according to individual 
schedules. The sum of these experiences provides a 48-week introduction to clini- 
cal science. 

The 36-week block that follows includes a 1 6-week elective period when the stu- 
dent may take eight weeks of electives off-campus. An additional eight weeks must 
be spent in a student internship in one of four clinical fields: medicine, surgery, 
pediatrics or family practice. Here the student has an opportunity for primary 
patient care responsibility over a prolonged period of time. These rotations are 
offered at the University of Maryland Medical System and in approved affiliated 
hospitals. The third segment is a consecutive eight-week experience in an ambula- 
tory setting. These outpatient settings include internal medicine, pediatrics and 
family practice, with additional experience in clinical preventive medicine. Four 
weeks of surgical subspecialties are also scheduled in the senior year. Attendance in 
all course work in clinical areas is mandator)'. The current clinical curriculum fre- 
quently involves weekend attendance. The student may audit available electives in 
any additional free time. 

During the third year, one-half day per week will be allotted to longitudinal 
ambulatory education. This primary care experience will occur in the offices of gen- 
eral internists, family practitioners, pediatricians and obstetrician-gynecologists. 
The experience will occur concurrently with the required third-year clerkships. Stu- 
dents will be with the same physician over the one-year period. The course will 
expose the student to the principals of primary care and preventive medicine, 
including evaluation of patients with undifferentiated problems, longitudinal care 
and continuous cue. 

The 80-week combined clinical years program provides a strong grounding in clin- 
ical science with a progressive opportunity for primary patient care responsibility. I he 

Program of Study 33 

curriculum is designed to prepare the medical student for the increasing responsibility 
demanded by the specialty residency programs adopted throughout the country. 


Curriculum Organization 

Year I 37 weeks 



(I week) Participating departments/divisions: 

Dean's Office and the Office of Medical Education, UMB 
Information Services and the Health Sciences and Human 
Services Library, the Departments of Anatomy and Neurobiol- 
ogy, Psychiatry and Diagnostic Radiology, the University of 
Maryland Medical System and the Baltimore Veterans 
Administration Medical Center, selected UMB faculty and 
guest speakers 

Areas of Study: 

Computing, Electronic Resource Databases, E-mail, Informa- 
tion Management, Internet, Hospital Systems, UMB Network, 
Virtual Reality, Computer Technology in Research Applica- 
tions and Clinical Medicine 


(9 weeks, 2 days) Participating departments/divisions: 

Anatomy and Neurobiology, Diagnostic Radiology, Surgery 

Areas of study: 

Human gross anatomy, embryology and histology 


(I week, 2 days) Participating departments/divisions: 

Psychiatry, Medicine, Pediatrics 

Areas of study: 

Integrates information about human behavior from the 
biological, behavioral, and social sciences as it applies to health, 
illness, and treatment across the lifespan in our multicultural 
environment. Emphasis is on defining different influences on 
individuals and physicians as they face or treat different types 
of illnesses and on common problems at the interface of 
behavior and medicine: addictions, loss and bereavement, pain, 
sleep, AIDs, cancer, trauma, and stress-related problems. 

34 School of Medicine 



(9 weeks, 2 days) Participating departments/divisions: 

Biochemistry and Molecular Biology, Medicine, Human 
Genetics, Anatomy and Neurobiology, Pharmacology and 
Experimental Therapeutics 

Areas of study: 

Protein structure and function, cellular metabolic pathways, 
cell signal transduction, cell microanatomy, human genetics, 
molecular biology 


(2 weeks) Participating departments/divisions: 

Physiology, Biophysics and the Interdisciplinary Neurosciences 
Departments and Biochemistry and Molecular Biology 

Areas of study: 

Cell membrane, physiology and dynamics which are basic to 
the understanding of both neurosciences and functional 


(6 weeks, I day) Participating departments/divisions: 

Anatomy and Neurobiology, Biochemistry and Molecular 
Biology, Internal Medicine, Neurology, Pharmacology and 
Experimental Therapeutics, Physiology, Surgery 

Areas of study: 

Development, structure and function of nervous tissues; 
anatomical organization of CNS; sensory and motor systems; 
higher functions; concepts in clinical neurology 


(2.5 days) Large group sessions include lectures and audiovisual materials 

related to intimacy and sexuality, followed by discussion of the 
topics presented and related issues in small groups. Discus- 
sions may include such topics as verbal and nonverbal 
communication, sexuality in the elderly, heterosexual and 
homosexual relationships, masturbation and sexuality in the 
handicapped and chronically ill. 

Program of Study 35 



(8 weeks, 3 days) Participating departments/divisions: 

Anesthesiology, Internal Medicine, Neurology, Obstetrics, 
Gynecology and Reproductive Sciences, Pediatrics, Physiology, 

Areas of study: 

Cell, cardiovascular, endocrine, gastrointestinal, renal, 
respiratory and integrative function 


Course runs through all four years of medical school. During 
first two years one afternoon each week (2 hours) 

Areas of study: 

Ethics, nutrition, intimate human behavior, interviewing and 
physical diagnosis issues, topics relevant to delivery of primary 

Curriculum Organization 
Year II 

34 weeks 



( 1 weeks) Participating departments/divisions: 

Epidemiology and Preventive Medicine, Medicine, Microbiol- 
ogy and Immunology, Pathology, Pediatrics, Pharmacology and 
Experimental Therapeutics 

Areas of Study: 

Immunology, bacteriology, virology, parasitology, mycology 

(24 weeks) Participating departments/divisions: 

Anesthesiology, Cancer Center, Dermatology, Diagnostic 
Radiology, Epidemiology and Preventive Medicine, Medicine, 
Neurology, Obstetrics, Gynecology and Reproductive 
Sciences, Pathology, Pediatrics, Pharmacology and Experimen- 
tal Therapeutics, Psychiatry, Surgery 

Areas of study: 

Bone, Cardiovascular; Dermatologic, Endocrine, Gastro- 
intestinal; Hematologic; Nervous, Pulmonary, Renal and 
Reproductive Systems 


School of Medicine 



Participating departments/divisions: 

Medicine, Family Medicine, Pediatrics, Psychiatry, Neurology, 
Ophthalmology, Obstetrics, Gynecology and Reproductive 

Areas of Study: 

Fundamental aspects of history-taking and physical 

Study for Board Exams 



Block I — Medical Informatics (I week) 

Students begin their medical school training with a one-week introduction to med- 
ical informatics. Curriculum includes instruction in the access of campus-wide elec- 
tronic resources and those available via the Internet. Students gain essential 
computer literacy skills in needed areas. Learning experiences are designed to bring 
computer relevancy to medical research and clinical applications. Nationally recog- 
nized speakers in Medical Informatics present the latest technologies in medicine. 

Introductory material from Block II (Structure and Development) is integrated 
into the Informatics block to demonstrate examples of high technology related to 
Anatomy, Radiology and Surgery. Students also are introduced to the Bio-Psycho- 
Social model by Block III (Human Behavior) leaders prior to beginning Problem- 
Based Learning (PBL) sessions. Computer software applications are introduced to 
students at the pertinent locations throughout the Year I curriculum. 

Participation in PBL sessions requires the application of informatics skills to 
clinical cases. The formats for this block include didactic lectures, panel discus- 
sions, computer laboratory experiences and PBL small groups. (Deborah 

Block II — Structure and Development (9 weeks, 2 days) 

A comprehensive overview of the morphological and developmental organization 
ot the human body is provided. The basic concepts oi structure as related to func- 
tion are described in lectures and demonstrations. Study includes all levels from 
gross morphology to the ultrastructure ot (.ells revealed by electron microscopy. 
Laboratory facilities for gross examination are provided for dissection, topograph- 

Program of Study 37 

ical study, osteology and radiology. Light microscopical laboratories are available 
for study of histological preparations of human tissue and for correlation of tissues 
studied at this level with electron micrographs. The course also includes instruc- 
tion in living anatomy, radiology and clinical correlation. Laboratory instructors 
include anatomists, surgeons and radiologists. The interdependence between struc- 
ture and function in the different tissues and organs of the body is emphasized. (Dr. 
Larry D. Anderson) 

Block III — Human Behavior (I week) 

This interdisciplinary block is based on the fact that behavior — including that of 
patients, physicians and the community — plays a central role in the prevention, 
incidence, prevalence, diagnosis, treatment and prognosis of illness. Psychiatry, 
Pediatrics, Medicine faculty emphasize a biopsychosocial understanding of the 
patient-physician dyad in order to promote students' understanding of how cul- 
ture, family and individual psychology integrate with biology to influence health, 
illness (including bereavement) and treatment across the life span. Within this con- 
text, the block will help students (1) to acquire an understanding of significant 
behavioral science concepts relevant to the understanding of human behavior, (2) 
to define different influences on individuals and physicians as they face or treat dif- 
ferent illnesses at the interface of behavior and medicine: addictions, loss and 
bereavement, pain, sleep, AIDs, cancer, trauma, and stress-related problems, (3) to 
learn about changes in human behavior over the life cycle and (4) to understand 
the influences on the physician-patient interaction in different clinical situations. 
The course is presented in the form of lectures, demonstrations involving physi- 
cians, other professionals, patients, and families, and small group sessions, involv- 
ing case material, to illustrate and discuss critical course concepts. (Dr. Bruno 

Block IV — Cell and Molecular Biology — (9 weeks, 2 days) 

It is clear that, as biotechnology develops, an increasing number of diseases are 
understood at the cellular and molecular level. Thus, an understanding of biologi- 
cal molecules and their interactions underlies modern medicine and the treatment 
of diseases. The goal of this course is to present fundamentals of biochemistry, cell 
biology, molecular biology and human genetics from an integrated multidisci- 
plinary perspective. Further, these molecular principles are correlated with clinical 
issues throughout the course so that the importance of cell biology in the illumi- 
nation of the causes of, as well as the strategies for the treatment of many diseases, 
is clearly revealed. 

This comprehensive course presents a concise view of many topics including the 
basic structure and function of mammalian cells, structure and function of proteins 
and enzymes, cellular energetics and metabolism, biochemical nutrition, cellular 
receptors and intracellular signaling. Fundamental principles of modern molecular 
biology are presented, including DNA structure and function, protein synthesis 
and the regulation of gene expression. The principles of modern molecular biology 
are integrated with clinical human genetics to emphasize our rapidly expanding 
understanding of the role of molecular mechanisms in human disease. 

38 School of Medicine 

The goals of this course are accomplished through a series of focused lectures 
complemented by clinical correlation sessions presented by the clinical faculty. In 
addition, this course includes a major commitment to teaching fundamentals 
through multiple small group sessions where students learn through problem solv- 
ing, clinical case studies and through discussion and presentation of the medical lit- 
erature. (Drs. Giuseppe Inesi and Tina Cowan) 

Block V — Cell Function Section of Functional Systems Block — 
(2 weeks) 

An introduction to the study of cellular function. The course begins with the study 
of general membrane and cellular physiological principles, including diffusion and 
membrane permeability, osmotic pressure and cell volume changes, electrochemi- 
cal equilibrium including the Nernst equation and Donnan equilibrium, the ori- 
gin of resting membrane potentials, active and passive transport processes and 
epithelial transport. Study then focuses on action potential generations and prop- 
agation in excitable tissue like neurons and muscle cells, the structural and func- 
tional properties of skeletal muscle including its mechanical properties and 
excitation-contraction coupling and the pathophysiology of nerve and muscle. 

Block VI — Neurosciences — (6 weeks) 

The Neurosciences course provides a unified approach to the study of the central 
nervous system, i.e., fundamental concepts of neuroanatomy, neurochemistry, neu- 
rophysiology and clinical neurology are considered in an integrated sequence. The 
course begins with structural, biochemical and developmental aspects of the brain 
and spinal cord. Studies of the major sensory and motor systems and consideration 
of higher neural functions subsequently form the core of the course. Clinical pre- 
sentations highlight the importance of major neurobiological principles in the hos- 
pital and office setting. Methods used include lecture, laboratory and small group 
discussions, along with self-teaching and self-evaluation units. The course faculty 
includes members of the departments of anatomy and neurobiology, biochemistry 
and molecular biology, physiology and neurology. (Dr. Marshall Rennels) 

Block VII — Functional Systems — (8 weeks, 3 days) 

This block covers the functional aspects of the major organ systems. It provides stu- 
dents with a basic understanding of mammalian and, in particular, human physi- 
ology, and lays the foundation for the study of clinical medicine. The subject matter 
is organized into sections that cover cellular, cardiovascular, renal, respiratory, gas- 
trointestinal, endocrine and integrative physiology. Each section ties together 
aspects of structure with function and includes discussion of relevant clinical and 
pathophysiological applications. Conference periods are used for clinical correla- 
tions, small group discussions, laboratory exercises and computer-assisted simula- 
tions. The curriculum includes problem-solving and problem-based, self-learning 
sessions. (Dr. Michael SelmanofO 

Program of Study 39 

IHB — Intimate Human Behavior — 2.5 days 

Sexuality and intimacy are important and sensitive areas of our lives that are often 
difficult to communicate about for a variety of reasons. When questions or con- 
cerns arise, a physician or other health care provider is typically the first person from 
whom help and counsel are sought. Such concerns may reflect normal develop- 
mental changes, the consequences of sexual abuse, questions about one's sexual 
identity or the effects of illness, injury or medication on sexual petformance. 

The ability of health care providers to respond to these needs depends heavily 
on their own level of comfort with these issues. The Intimate Human Behavior 
(IHB) course provides students with the opportunity to examine and assess their 
attitudes, feelings and beliefs about various dimensions of intimacy and sexuality 
so that they will be better able to apply current knowledge about human sexuality 
and the treatment of sexual problems. 

Large group sessions include lectures and audiovisual materials — some of these 
of a sexually explicit nature — and discussion of topics presented and related issues 
in small group sessions. Discussions may include such topics as verbal and nonver- 
bal communication, sexuality in the elderly, heterosexual and homosexual rela- 
tionships, masturbation, alternative life styles, and sexuality in chronically ill and 
disabled people. 

A Pass/Fail grade is assigned based on required attendance at all course sessions 
and completion of a short written assignment or exam. 

Students will be offered the alternative of taking the course over a weekend at 
another time, probably during the spring semester. Weekend participants may 
invite their partners to participate if they wish. Partners will be assigned to separate 
groups. Information about this option will be provided at an appropriate time. 

ICP — Introduction to Clinical Practice 

Introduction to Clinical Practice runs throughout all four years of medical school. 
During the first two years the course occupies one afternoon each week and intro- 
duces interactive discussions on topics such as ethics, intimate human behavior, 
nutrition, interviewing and physical diagnosis issues, topic relevant to the delivery 
of primary care. First-year students learn interviewing and basic physical diagnosis 
during the scheduled afternoon block at an off-site primary care setting. Sopho- 
more students have this time assigned to the Introduction to Medicine course, a 
small group, hands-on experience with more sophisticated physical and diagnostic 
examinations involving internal medicine, pediatrics, neurology and psychiatry. 
Junior and senior students spend one-half day each week on a longitudinal conti- 
nuity experience in the same primary care site over the two-year span, allowing both 
mentoring and continuity-of-care patient experience. 

40 School of Medicine 


Block VIII — Host Defenses and Infectious Diseases — ( 1 weeks) 

The Host Defenses and Infectious Diseases course is the first course in the second 
year and is approximately twelve weeks in duration. The course is subdivided into 
five integrated sections comprised of an introductory' section followed by 
Immunology, Bacteriology, Virology and Parasitology/Mycology. The primary 
intent of this course is to convey to students the general principles of immunology 
and to introduce infectious diseases caused by bacteria, viruses, fungi and parasites. 
Relevant concepts of pathology, pharmacology and epidemiology are integrated 
into this course. The format for this course will include lectures, small group dis- 
cussions (coordinated by the Microbiology and Immunology basic science faculty), 
clinician small group conferences and laboratory and computer-based sessions 
which will combine some "hands-on" experience with infectious microorganisms 
as well as demonstrations and self-instructional material. (Dr. Abdu Azad) 

Block IX — Pathophysiology and Therapeutics — (24 weeks) 

The course of Pathophysiology and Therapeutics provides an interdisciplinary 
examination of the basic principles of pathology and pharmacology applied to both 
normal and disease processes and their treatment. This course incorporates basic 
concepts of cell and molecular biology, epidemiology (as applied to clinical 
research, health care organization, occupational and environmental medicine) and 
clinical psychiatry (including psychopathology and various treatment modalities), 
genetics, microbiology and immunology, and of physiology. The course follows 
Host Defenses and Infectious Disease, the first 1 .5 weeks of which consists of gen- 
eral principles of pharmacology, pathology and epidemiology that are applicable to 
both courses. The Pathophysiology and Therapeutics course consists of the sys- 
tematic study of disease processes and their treatment from both a mechanistic and 
morphological viewpoint. Emphasis is also placed on the mechanism, action and 
interaction of pharmacologic agents in normal and disease states. The course is 
divided into several sections: (1) Epidemiology; (2) Neoplasia Concepts / Der- 
mato- and Osteopathology, (3) Peripheral and Central Neuroscience, (4) Gas- 
trointestinal & Pulmonary Systems, (5) Renal System & Hypertension, (6) 
Cardiovascular & Hematologic Systems, (7) Endocrine & Reproductive Systems, 
and (8) Occupational Health/Toxicology/Forensic Medicine. The course is com- 
plemented by a year-long parallel program of clinical case studies and laboratory 
exercises utilizing a problem-based approach. The learning format includes a com- 
bination of basic science and clinical lectures, small group discussions, clinical- 
pathological correlations, problem- and case-based learning, laboratory and 
computer-based sessions. Faculty from most of the departments of the School of 
Medicine have teaching involvement in this block. (Drs. Jordan Warnick m\<<\ ( iary 

Program of Study 4 I 

Physical Diagnosis 

This course assists the medical student in making the transition from graduate stu- 
dent to physician and is part of the foundation upon which the clinical experience 
of the physician begins to take form. Students learn to master fundamental clinical 
skills and begin to synthesize the principles learned in the basic sciences with the 
information derived at the patient's bedside. With careful guidance and instruction 
students begin to understand the meaning of good patient care, differential diag- 
nosis and appropriate treatment. (Dr. Raymond H. Flores) 


YEAR III— 48 weeks 


1 2 weeks 


8 weeks 

Family Medicine Clerkship 

4 weeks 

Ob/Gyn Clerkship 

6 weeks 

Pediatrics Clerkship 

6 weeks 

Psychiatry/Neurology Clerkship 

8 weeks 


4 weeks 

* Clerkship timeframes to be adjusted to equal 48 weeks 

YEAR IV — 32 weeks (tentative schedule) 

Ambulatory Care 

8 weeks 


8 weeks 

Surgical Subspecialties 

4 weeks 


1 2 weeks 



In modern medicine the battleground for the fight against many diseases is found 
at the molecular level, on the surface or interior of cells or in the DNA of the human 
genome. Other important health problems involve complex studies of large popu- 
lations within our society. Research into the mechanisms of human disease and the 
factors that maintain and restore human health requires investigators with interests 
and training in both basic science and clinical medicine. 

The goal of the combined MD/PhD Program is to train medical scientists who 
will become leaders in medical research. To achieve this goal, a flexible program of 
combined medical and scientific training is provided for students of superior aca- 
demic and research potential. 


School of Medicine 


The MD/PhD Program capitalizes on the wide range of basic and clinical science 
training opportunities that are available on the rapidly expanding campus of the 
University of Maryland. The program offers PhD degrees in many disciplines 
including: Anatomy, Biochemistry, Epidemiology and Preventive Medicine, 
Human Genetics, Microbiology and Immunology, Molecular and Cell Biology, 
Neuroscience, Pathology, Pharmacology and Experimental Therapeutics, Physiol- 
ogy and Toxicology. In addition doctoral training is offered through interdisci- 
plinary training programs including Neuroscicnces, Membrane Biology, Muscle 
Biology, Reproductive Endocrinology, and Toxicology all supported by the 
National Institutes of Health. A unique strength of the program includes Orga- 
nized Research Centers that provide outstanding research opportunities for clini- 
cal investigators, such as: Center for Vaccine Development, Cancer Center, 
Institute of Human Virology, Center for Fluorescence Spectroscopy, Nuclear 
Magnetic Resonance Facility, Environment and Human Health Research Center 
and the Maryland Biotechnology Institute. Thus, there is an extraordinary range 
of high quality research programs available to the MD/PhD students. 


Requirements for the combined MD and PhD degrees are equivalent to those of 
the separate degrees of the Doctor of Medicine (School of Medicine) and the Doc- 
tor of Philosophy (Graduate School). The dual degree program can be completed 
within six-to eight-years. 

Although the schedule of training can be flexible, entering students typically 
complete the two preclinical years as medical students prior to enrolling as full time 
graduate students. During this initial period the MD/PhD students normally use 
the pre- and post-freshman summers for research rotations in laboratories of their 
choice. In addition, during the first year there is an extensive orientation program 
which provides a detailed view of the diverse research opportunities available. The 
research rotations and orientation are designed to facilitate the choice of a thesis 

After completion of the pre-clinical years, MD/PhD students enroll for two-to 
four-years in the PhD program of their choice. During this time they take required 
graduate courses and complete their dissertation research. Subsequently, students 
begin the final two years of their medical training which takes the form of a scries 
of clinical clerkships. This program schedule is a general one. A student may com- 
plete the combined degree in a different sequence based on an alternative plan 
developed in consultation with the Advisory ( Committee. 


All students admitted into the program are awarded .1 waiver of tuition at the level 
of a Maryland resident during the medical school years. Supplemental support is 

Program of Study 43 

available to pay out-of-state tuitions for a limited number of outstanding non-res- 
ident students. During the Graduate School years stipends and tuition remission 
are awarded to all students through graduate programs and PhD mentors. A lim- 
ited number of applicants may also qualify for supplemental funds through the 
"Outstanding Scholars Program" which provides a stipend for the medical school 
years as well. Students are selected for the Outstanding Scholars Program based on 
their record of achievement and potential for future development. For current 
information on stipends, contact the Program Director. 


The MD/PhD Program is open to all qualified applicants, regardless of state resi- 
dence. Applicants to the program are required to meet the admissions requirements 
of the School of Medicine. Applicants complete and file an AM CAS application, 
choosing the University of Maryland as one of the schools to receive the applica- 
tion. The secondary application package includes an MD/PhD Program supple- 
mental form which must be completed and returned with the secondary 
application. Criteria for admission include MCAT scores, the undergraduate/grad- 
uate academic records, letters of recommendation and, very importantly, research 
experience. Applicants are selected for interviews based on the above criteria. 
Prospective students are interviewed for the MD/PhD Program and the School of 
Medicine during an initial one-day visit to the campus. Admission to the MD/PhD 
Program is determined by the MD/PhD Advisory Committee in consultation with 
the medical school Admissions Committee. 

For further information, including details of the specific PhD programs, contact: 

Terry B. Rogers, Ph.D. 

Director, MD/PhD Program 

Room 1-005 Bressler Research Building 

655 W. Baltimore Street 

Baltimore, MD 21201 


E-MAIL trogers@schmedO 1 



Medical students are encouraged to become involved in biomedical investigations 
through participation in supervised research projects offered through the Office of 
Student Research. The medical student program is supported jointly by a training 

44 School of Medicine 

grant from the National Institutes of Health and the Office of the Dean. The fac- 
ulty and administration of the School of Medicine are committed to the training 
of physician-scientists. The Short Term Research Training Program (STRTP) for 
medical students strives to enhance the connection between the treatment of 
patients and the scientific investigations which enable patient care to advance. The 
physician-scientist who bridges both basic and clinical sciences and clinical prac- 
tice is therefore in an ideal position to translate research into clinical application 
and patient problems into laboratory investigation. Currently, research is being 
conducted in several major areas of interest at the School of Medicine. These 
include, but are not limited to behavior, cancer, cardiovascular disease, endocrinol- 
ogy, environmental health, epidemiology, infections, immunology, neuroscience, 
respiration, toxicology and virology. Traineeships are awarded on a competitive 
basis and currently provide S300 per week for 10-to-12 weeks of full-time partici- 
pation. These experiences are available to incoming students during the summer 
before their freshman year, and to medical students generally during the summer 
after their freshman year. On occasion, awards are made to students during the 
summer after their sophomore year or to seniors during the academic year. 

STRTP funds are not granted to students with doctoral degrees, nor to those 
who are involved in doctoral dissertation research or who have alternative sources 
of research funding. However, the program may supplement some alternate sources 
up to the level of STRTP trainees. Students selected to participate in the program 
must attend a summer colloquium consisting of research seminars and lectures on 
the ethical and responsible conduct of research. These students also present their 
research to fellow students and faculty during the summer at the Student Research 
Forum and on Medical Student Research Day in the Fall. 

Summer research traineeships are also available to under-represented minority 
high school and undergraduate students to encourage careers in one of the health 
professions and/or biomedical research. The programs provide students with a real- 
istic understanding of the biomedical research environment through hands-on 
experience, contact with appropriate role models and application procedures for 
professional and graduate schools. Positions are available for minority undergrad- 
uate students to conduct research for 12 weeks during the summer months at the 
University of Maryland School of Medicine and at selected sites off-campus. 
Trainees work under the direct supervision of experienced scientists and receive 
$250 per week for the 12-week period. 

The Office of Student Research serves a dual purpose of providing opportuni- 
ties for students from middle and high school through medical school to consider 
the possibility of graduate school, a career in the health professions and/or aca- 
demic medicine and of specifically increasing the number of under-represented 
minority students and faculty in those professions. The office also promotes bio- 
medical/behavioral research experiences for k-l 2 pre- And in-service science teach- 
ers. These experiences aid teachers in redefining K-l 2 curriculum And of informing 
their students of career opportunities. The Office ol Student Research Programs 
works cooperatively with the Office of the President, the Maryland Collaborative 
for Teacher Preparation, University of Maryland ( iraduate Fellows Programs and 
various high school, MARC And MBRS programs in Maryland and other states to 

ensure access to research careers And involvement for all who are interested. 

Program of Study 45 

Applicants for the minority undergraduate program must be enrolled in an 
undergraduate school or post-baccalaureate program and be in good academic 
standing at the time of application. Although minority students from any state may 
apply, preference will be given to Maryland residents. Potential trainees must not 
have graduated at the time the traineeship begins and should have a GPA of 3.0 to 
be considered. It is strongly recommended that applicants have successfully com- 
pleted courses in biology and chemistry. 

The School of Medicine is firmly committed to significantly increasing the 
number of under-represented minority medical students and faculty and has strong 
outreach, recruitment and retention programs to attract and graduate minority stu- 
dents who are African Americans, native Americans, mainland Puerto Ricans and 
Mexican Americans. The school is actively involved in the Association of Ameri- 
can Medical Colleges' Project 3000 by 2000, which is designed to increase to 3,000 
the number of under-represented minority medical students in all U.S. medical 
schools by the year 2000. Recruitment, research and academic enrichment activi- 
ties are provided for under-represented minority students at the high school, under- 
graduate and medical school levels. 

The Office of Student Research also provides funded opportunities for under- 
graduates and medical students to conduct research abroad at sites in Brazil, Chile, 
the Dominican Republic, France, Israel, Mexico, the Netherlands, South Africa 
and the West Indies. 

Other opportunities may exist for brief or extended research experiences, either 
on or off campus. The Office of Student Research maintains a list of those oppor- 
tunities and also conducts an annual survey of on-campus research opportunities 
in both clinical and basic science areas that may be available throughout the calen- 
dar year. In some cases individual faculty members may have grant funding to sup- 
port a student. 


Alpha Omega Alpha (AOA), the national medical honor society, and the Office of 
the Dean sponsor a half-day research competition each year. All medical students 
are encouraged to participate and attend these presentations and, except for those 
students in the MD/PhD Program, are eligible to compete for $2,000 in prizes. 

For further information on research programs contact: 

Dr. Jordan E. Warnick 

Professor and Assistant Dean 

Office of Student Research 

685 West Baltimore Street— 142 HSF 

Baltimore, Maryland 21201 

410 706-3026 — 

Check out our Web Site at: 

46 School of Medicine 


The Graduate School is the largest of the schools on the University of Maryland, 
Baltimore campus, enrolling more than 1250 students. It offers the MS, MA, and 
PhD degrees and, in conjunction with the professional schools, the opportunity to 
complete joint degrees including the MD/PhD and the DDS/PhD Almost 300 
graduate students are pursuing studies in departments and programs in the School 
of Medicine, and among them are about 30 MD/PhD students. They are being 
trained to conduct the theoretical and applied research that underlies advances in 
clinical medicine. 

PhD students in the School of Medicine are generally provided financial sup- 
port for the entire course of their studies. This support comes in the form of Grad- 
uate Research Assistantships (stipend, tuition remission, and health insurance), 
provided by the Graduate School and/or by the School of Medicine, during the ini- 
tial years of study. When a student begins dissertation research, he/she is supported 
by the research funds of his/her mentor. In recent years research funding to all 
schools on the campus has increased dramatically, with major support coming from 
agencies such as the National Institutes of Health, the National Science Founda- 
tion, the Veteran's Administration, various agencies of the State of Maryland and 
the private sector. 

Administratively, the Graduate School at the University of Maryland, Balti- 
more is part of the University of Maryland Graduate School, Baltimore (UMGSB). 
The UMGSB governs the graduate programs located on both the Baltimore and 
the University of Maryland Baltimore County (UMBC) campuses, bearing pri- 
mary responsibility for approval of new courses and programs and admission of fac- 
ulty to Graduate Faculty status. An advantage of this linkage is increased access for 
Baltimore campus students to the diverse programs in engineering, computer sci- 
ences, and the liberal arts and sciences offered on the UMBC campus, 20 minutes 
away by car. 

In addition to its degree-granting programs, the Graduate School offers infor- 
mal programs in the ethical conduct of research and a Survival Skills seminar series. 
The latter aims to provide professional enrichment and addresses topics such as giv- 
ing a good oral presentation, grant writing and mentor selection. These offerings 
are open to all students (and faculty) on campus. A Survival Skills Library is located 
in the office of the associate dean, suite 201, Baltimore Student Union. 

The following graduate programs are offered on the University of Maryland, Bal- 
timore campus: 

Anatomy and Neurobiology 





Dental Hygiene 




Ethics, Applied and Professional* 


Human Genetics 


Program of Study 


Sciences* PhD 

Medical and Research Technology 


Microbiology and Immunology 


Molecular and Cell Biology* 


Neuroscience and Cognitive 






Oral Biology 


Oral and Craniofacial Biological 



Oral and Experimental Pathology 






Pharmaceutical Sciences 


Pharmacology and Experimental 



Pharmacy Administration 





Preventive Medicine 


Social Work 





Interdisciplinary programs (indicated in the listing above with asterisks), involv- 
ing multiple departments on the Baltimore campus or departments on several of 
the campuses of the University System of Maryland, are becoming increasingly 
important to the Graduate School. Such programs make efficient use of resources 
while allowing the school to move quickly into emerging research areas of national 
importance. At present, interdisciplinary programs in Gerontology, Physical Reha- 
bilitation Sciences and Biomedical Engineering are under development. 

Graduate School applications and catalogs can be obtained by contacting: 

The University of Maryland, Baltimore Graduate School 

621 West Lombard Street, Room 336 

Baltimore, MD 21201 


A wide variety of information on the Graduate School, including catalog and appli- 
cation information, can be accessed via the Graduate School web page: http:// 


The office of graduate medical education coordinates and assists in the adminis- 
tration of University of Maryland's programs of resident education and training. 
The activities of the office include organizing the accreditation process of residency 

48 School of Medicine 

programs, coordinating the National Resident Matching Program, developing cen- 
tral databases on residents and training programs and serving as institutional liai- 
son for addressing residents' concerns, problems and policies. 

Graduate medical education training for residents and fellows is offered in a 
variety of clinical sites. The majority of clinical training occurs at the University of 
Maryland Medical System, the Baltimore Veterans Affairs Medical Center and 
Mercy Medical Center. A network of affiliated community hospitals and ambula- 
tory care centers with significant commitment to the importance of a teaching envi- 
ronment provides much of the variety and depth offered to residents and fellows. 

Programs are accredited by the Accreditation Council for Graduate Medical 
Education (ACGME) comprised of the following member organizations: Ameri- 
can Board of Medical Specialties, American Hospital Association, American Med- 
ical Association, Association of American Medical Colleges and the Council of 
Medical Specialty Societies. 

Residency positions are filled through the National Resident Matching Pro- 
gram. Participating in the Match are the following programs: preliminary programs 
in medicine and surgery; categorical programs in diagnostic radiology, emergency 
medicine, family practice, general surgery, internal medicine, combined program 
in internal medicine/pediatrics, neurology, obstetrics and gynecology, orthopaedic 
surgery, pathology, pediatrics, combined program in pediatrics/emergency medi- 
cine and psychiatry; advanced programs in anesthesiology, diagnostic radiology 
and radiation oncology. 

Resident and/or fellowship positions are available in the following specialty and 
subspecialty areas: 

Department of Anesthesiology: anesthesiology, critical care, pain management 

Department of Dermatology: dermatology 

Department of Diagnostic Radiology: thoracic radiology, computed 

body tomography/ultrasonography/MRI, interventional and vascular radiol- 
ogy, neuroradiology, critical care trauma, musculoskeletal radiology, nuclear 

Department of Epidemiology and Preventive Medicine: preventive medicine 

Department of Family Medicine: family practice 

Department of Medicine: internal medicine, cardiology, clinical electrophysiology, 
endocrinology, gastroenterology, geriatrics, geographic medicine, hematol- 
ogy/oncology, hypertension, infectious diseases, nephrology, pulmonary and 
critical care medicine, rheumatology, combined program in internal medi- 

Department of Neurology: neurology, neurophysiology and epilepsy, electromy- 
ography and neuromuscular, stroke, neurologic rehabilitation, neurophysiology 
and neuroimmunology 

Department of Neurosurgery: neurosurgery 

Department of Obstetrics, ( gynecology and Reproductive Sciences: obstetrics and 
gynecology, reproductive endocrinology, maternal fetal medicine, genet us. 
family planning, gynecologic-oncology, urogynecology 

Program of Study 49 

Department of Ophthalmology: ophthalmology, glaucoma, retina ophthalmology 
Department of Pathology: anatomic/clinical pathology, anatomic pathology, clin- 
ical pathology, neuropathology, immunopathology, forensic pathology, surgi- 
cal pathology 
Department of Pediatrics: pediatrics, adolescent medicine, behavioral and devel- 
opmental, critical care, endocrinology, infectious diseases and tropical pedi- 
atrics, neonatology, gastroenterology and nutrition, human genetics, combined 
programs in internal medicine/pediatrics and pediatrics/emergency medicine 
and pediatric medicine 
Department of Psychiatry: psychiatry, addiction, child and adolescent psychiatry, 

geriatric psychiatry 
Department of Radiation Oncology: radiation oncology, radiation therapy 
Department of Surgery: general surgery, orthopaedic surgery, otolaryngology and 
head & neck surgery, thoracic and cardiovascular surgery, urology, emergency 
medicine, pediatric surgery, plastic and reconstructive surgery, surgical critical 
care and combined program in pediatrics/emergency medicine 

Correspondence, applications and residency inquiries should be addressed to 
the chairperson of the respective department or program in care of: 

University of Maryland Medical System 
22 South Greene Street 
Baltimore, Maryland 21201 


The Program of Continuing Education (PCME) of the University of Maryland 
School of Medicine is accredited by the Accreditation Council for Continuing Med- 
ical Education (ACCME) and provides a wide array of continuing medical education 
(CME) activities. These educational activities assist physicians in the maintenance and 
enhancement of their clinical competence in order to promote high quality health care 
for the citizens of Maryland and elsewhere. To assure clinical relevance, activities are 
designed on the basis of identified educational needs of practicing physicians. 

The primary target audience for PCME-sponsored educational activities is 
Maryland and mid-Atlantic region physicians. Some educational activities, because 
of their highly specialized nature, are designed for presentation in both national and 
international settings. 

CME offerings consist of courses (one-half-to-five days in length), "hands on" 
workshops, enduring materials (including self-study programs), and a complex 
array of clinical departmental and division rounds and conferences. Opportunities 
for interaction between attendees and presenters are part of all CME activities. 

The CME program is administered by the Associate Dean for Graduate and 
Continuing Medical Education and a full-time staff, with the assistance of a fac- 
ulty advisory committee. For further information please contact: 

50 School of Medicine 

Program of Continuing Medical Education 
University of Maryland School of Medicine 
655 West Baltimore Street— Rm 14-015 
Baltimore, Maryland 21201 

Program of Study 5 I 



The office of medical education serves all departments of the medical school as a 
consultative by: 

• Providing educational support for faculty and students. 

• Providing multi-media systems design and hardware installation for medical 
school education. 

• Providing faculty development through instructional techniques, design and 

• Providing educational resources including audiovisual aids, instructional video- 
tapes and computer software programs. 

• Developing and implementing computer-based instructional systems. 

• Assisting in the development of special educational programs. 

• Assisting in curriculum development and evaluation of curricular programs. 

• Providing evaluation of instructional systems and techniques. 

• Providing for the operation and maintenance of the Dr. Irving J. Taylor Learn- 
ing Resources Center and two student computer laboratories. 

• Providing audiovisual support services for lecture halls, small group classrooms 
and special events. 

• Providing individual and group tutorials, mock examinations and study skills 

• Providing research in medical education, instructional design, evaluative tech- 
niques and educational technology. 

• Consulting with faculty and staff of the medical school, as well as the other UMB 
schools in media production. 

• Providing classroom scheduling. 

52 School of Medicine 

• Coordinating library facilities to include the storage and retrieval of all non- 
printed educational material and software; operation and maintenance of the 
Irving J. Taylor Learning Resources Center, the Clinical Media Library and 
Computer Learning Center. 

The office of medical education sponsors academic support services and pro- 
vides access to several resource facilities. These services are administered by the 
director of academic development. 

These services, administered by the Director of Academic Development, offer 
a variety of opportunities for students to become more effective, efficient learners. 
The services include: 

The Prematriculation Summer Program (PSP): Prior to the beginning 
of the academic year, incoming freshmen are invited to take part in a six-week 
simulation of the first year curriculum. Participants study significant portions of 
Structure & Development and Cell & Molecular Biology, and are given a brief 
introduction to Functional Systems; learn to handle medical school's accelerated 
pace and grasp-of-material demands; gain practice in gross anatomy and histology 
labs, small group study, and exam-taking; and, refine their study skills and habits 
to meet the new challenges. PSP is especially designed for students who are at 
greater risk of not succeeding in medical school; such applicants (e.g., non-science 
majors or those possessing lower-than-normal MCAT scores and GPA's) are given 
enrollment preference. Follow-up studies consistently have shown that PSP has had 
a positive and significant impact on the academic achievement of PSP students. 
Each year, the program also affords a select group of academically talented sopho- 
mores the opportunity to explore academic medicine and sharpen their own aca- 
demic knowledge by teaching this class of approximately 20 students. 

Supplemental Instruction: Individual and small group tutorials are available 
to all freshmen and sophomores at no charge. 

Academic Development Workshops: At various times throughout the year, 
formal presentations and panel discussions addressing topics of general concern 
and interest (e.g., time management, active learning, test-taking, and course pre- 
views) are conducted. 

Academic Counseling: Individual counseling sessions, focusing on problems 
affecting academic performance and strategies for improvement, are available to all 

medical, physical therapy and medical technology students. 

Academic Monitoring: First- and second-year exam results are reviewed fre- 
quently. Students who do not pass an exam or whose results are significandy lower 
than usual, are invited in for consultation as soon as possible after the poor exam 
showing. 1 lie student works with the director in specifying what went u rong and 

in fashioning an appropriate remedy. Follow-up contacts provide additional sup 
port to the student. The Academic Monitoring ( ommittec meets periodically to 

Resources 53 

examine the academic progress of all first and second years with particular atten- 
tion paid to devising interventions for students experiencing difficulty. 

Board Preparation: A series of activities assist sophomores in getting ready for 
the USMLE STEP I. Activities include: gathering and sharing with sophomores 
the collective wisdom of juniors whom have just taken the boards; offering frequent 
formal review sessions covering "high yield" exam topics; conducting occasional 
information-sharing workshops and panel discussions; identifying "at risk" stu- 
dents who may have difficulty with STEP I for special board prep assistance; in 
individual consultations, structuring study strategies/schedules, answering ques- 
tions and discussing areas of concern; administering a February mock board which 
provides students with baseline information as well as giving a "heads up" that the 
boards are approaching: helping those who must retake the STEP I. Board review 
books are available for circulation from the Academic Development resource 
library. By request, assistance also is given to those preparing for the STEP II or the 
specialty licensing exams. 

Research: Ongoing data collection and analysis provide a source of information 
useful in clarifying the role and interplay of various factors involved in student 
learning. These qualitative and quantitative data sets are utilized by others con- 
ducting research or making curriculum decisions. 

Educational Screening/Special Accommodations: Students with learn- 
ing disabilities or attention deficit disorders receive assistance in minimizing the 
disability's impact on their academic performance. Students suspected of being LD 
or ADD, but not previously identified as such, are referred for testing. If the results 
are positive, the director assists the student in gaining accommodations and adjust- 
ing his/her study approach accordingly. 

Irving J. Taylor Learning Resources Center and Clinical Media 
Library: The Irving J. Taylor basic sciences media library provides students with 
access to many self-instructional materials including videotapes, slide-tapes, 
computer-assisted instruction, lecture tapes and reference books. 

Student Computer Facilities: The office of medical education is responsible 
for the operation of two student microcomputer facilities: the Computer Learning 
Center and the Apple Macintosh laboratory. Both of these facilities are part of the 
Irving J. Taylor Learning Resources Center and are located adjacent to each other 
on the second floor of the MSTF building. The Computer Learning Center (CLC), 
located in the Medical School Teaching Facility, is a 20-station MS-DOS micro- 
computer lab. A 20-station Apple Macintosh Student Computer Laboratory is 
located adjacent to the CLC. Both of these facilities are available for classroom and 
individual student use. 

The office of medical education maintains the network and provides helpdesk 
activities to support student laptop computers. 

54 School of Medicine 

Illustration: Services include comprehensive renderings of surgical and clinical 
techniques, anatomical renderings, statistical charts and other graphic representa- 
tions. Additional service includes comprehensive design and finishing of flyers, 
brochures, programs and posters; and layout and paste-up for offset printing and 
photographic copying. In addition, they design displays and exhibits. 

Photography: Services include photographic copying of flat material such as 
written matter, x-rays, laboratory tracings and data; photography of specimens, 
equipment set-ups, surgical, clinical and laboratory activities; and portraits for 
school-related purposes. The photography laboratory also handles slide duplica- 
tion, and acts as a collection station for commercial processing of color photogra- 
phy. Computer-developed color slides are a major area of service. 


"The library is always one of the first places you look to in order to measure the 
quality of any institution of higher education. Those who see our new library, from 
the outside and inside, will have no doubt as to the seriousness of our academic mis- 
sion. This wonderful building puts us in a leadership position on an international 
scale"— UMB President David J. Ramsay (March, 1998) 

Distinguished as the first library established by a medical school in the United 
States, the University of Maryland continued its leadership role with the April 3, 
1998 opening of the new Health Sciences and Human Services Library. 

The new library is the second-largest medical school library on the East Coast. 
The library has six levels and covers 190,000 square feet (It even has its own coffee 
lounge). This fully-wired and networked library features 1 500 data connections for 
computer users along with 50 public-access workstations and three computer class- 
rooms. There is seating for 900 individuals in the library. This arrangement 
includes 130 individual study-carrels and 40 collaborative learning rooms always 
available to students. 

Other new features include a Distance Education Center that in the future will 
allow students to access educational courses worldwide, electronic access to items 
placed on "Reserve" by course instructors, as well as electronic access to requests tor 
books, photocopies and interlibrary loans. The library's Center for Innovation in 
Technology will be a showplace for new products related to health care and medicine. 

The Library's Research and Information ( Commons provides the collective link 
between numerous electronic databases available to students and the 360,000 vol- 
umes in the collection. This includes citation and full-text access to the more than 
2300 journal titles the library currently receives. 

UMnet is the campus computer network that provides 24-hour offsite (campus 
computer labs, home or office) access to electronic resources, including many 
library databases and services, e-mail, Internet and World Wide Web resources. 
Assistance for computer software applications and resources access through I Mnet 
as well as account registration is provided by the library's Computing And Ice h 
nology Services (< \ IS) Department. 

Resources 55 

All library services are fully supported by a staff of librarians, computing and 
network support professionals. The staff is available for consultations and instruc- 
tions as well as assistance in planning for the integration of information skills into 
curricula and courses. 

In addition to serving all the professional schools on campus and the University 
of Maryland Medical System, the library is a nationally recognized leader in infor- 
mation technology and serves as the Regional Medical Library for the Southeast- 
ern United States, Region 2 of the National Network of Libraries of Medicine. 

For further information about the library and its services, access the library's web 
address at: 


The Medical Alumni Association has served all students, graduates, faculty and staff 
affiliated with the School of Medicine since 1875. 

Located in Davidge Hall, 522 West Lombard Street, the Medical Alumni Asso- 
ciation office is open weekdays. Among its many activities, the association coordi- 
nates the annual Reunion weekend, publishes the quarterly Bulletin and sponsors 
an annual social event for each medical school class. 

Since the association inaugurated the Annual Giving Drive in 1978, lectures, 
scholarships and student loans funded by alumni contributions have enriched the 
programs and goals of the School of Medicine on a daily basis. 


Recognizing the importance of providing excellent clinical experiences with stim- 
ulating faculty and mentors, the School of Medicine has developed a comprehen- 
sive network of affiliations designed to encompass the continuum of medical care 
including ambulatory, acute hospital, home care, rehabilitation and chronic care. 
In all programs medical students are trained by and fully supervised by School of 
Medicine, University of Maryland, Baltimore faculty. 

Over the past five years a significant effort to coordinate, expand and improve 
the ambulatory care experience has resulted in an extensive ambulatory care net- 
work of opportunities. Clinical experiences are offered in multi-disciplinary teach- 
ing clinics, faculty practices, community clinics, private practices and 
hospital-based ambulatory care programs. Model geriatric clinical education pro- 
grams, designed at three facilities with large cohorts of elderly patients, serve as 
stimulating educational experiences where computer-assisted learning augments 
the faculty preceptor patient experience. 

Academic tertiary care experience, demonstrating state-of-the-art technology 
and ongoing exciting clinical research, is offered at the three major affiliates: the 
University of Maryland Medical System, the Baltimore VA Medical Center and 
Mercy Medical Center. Additionally, community hospitals with major commit- 

56 School of Medicine 

ments to the importance of a teaching environment serve as outstanding opportu- 
nities for primary and secondary health experiences. 

A successful network of community, state and federal psychiatric facilities has 
resulted in a widely acclaimed statewide program for psychiatry training. Special 
clinical research experience in psychiatry is additionally offered at the Institute of 
Psychiatry and Human Behavior and at the Perry Point VA Medical Center. 

Experience in rehabilitation, home care and chronic medical care is offered 
through several facilities, each offering special aspects of expertise for those who 
wish to pursue psychiatry, neuro-rehabilitation and geriatrics. 

The following sites have formal affiliations with the School of Medicine: Balti- 
more Veterans Affairs Medical Center, Walter P. Carter Center, Children's 
National Medical Center (Washington), Deaton Medical Center, Franklin Square 
Hospital, Greater Baltimore Medical Center, Harbor Hospital Center, Johns Hop- 
kins Hospital, James Lawrence Kernan Hospital, Johns Hopkins Bayview Medical 
Center, Maryland General Hospital, Mercy Medical Center, Montebello Rehabil- 
itation Center, National Orthopaedic Hospital, St. Agnes Hospital, Sinai Hospi- 
tal of Baltimore, Sheppard and Enoch Pratt Hospital, Springfield Hospital Center, 
Spring Grove Hospital Center, Union Memorial Hospital, University of Maryland 
Medical System (includes Shock Trauma and Cancer Center), Western Maryland 
Area Health Education Center (AHEC) and York Hospital (PA). 


The University of Maryland Medical System is a private, nonprofit health system 
comprised of University of Maryland Hospital, University of Maryland 
Greenebaum Cancer Center, the R Adams Cowley Shock Trauma Center and Ker- 
nan and Deaton Hospitals. Established in July 1984, the Medical System was pre- 
viously an agency of the state of Maryland. It is the primary clinical setting for the 
University of Maryland School of Medicine. It is dedicated to providing exemplary 
health care for the people of Maryland, to preparing students and physicians-in- 
training for the practice of medicine and the allied health professions and to earn- 
ing out research to improve the quality of health care. 

Since its founding in 1 823, the hospital has become a major tertiary care refer- 
ral center that offers the full range of specialized medical and surgical services. In 
recent years, as the number of health care facilities in urban centers has decreased, 
the medical system has assumed increasing responsibility for its surrounding com- 
munity. As a result, more than 1 ()(),()()() city residents look to the University of 
Maryland Medical System as their primary source of health care. 

With 747 beds and located in the heart of Baltimore's UniversitvC entei district, 
University Hospital is one ot the nation's busiest. In one year it records approxi- 
mately 29,000 inpatient admissions, 200,000 outpatient visits, And 1,500 births. 
Everyday, nearly 5,000 people pass through the hospital's doors. The senior meJ 
ical statl -more than 600 physicians — is comprised ol the clinical faculty of 
the School of Medicine who supervise training ot the more than -l00 graduate 
physician house staff as well as the medical students. 

Resources 57 

Because of its combined professional and academic environment, many out- 
standing treatment programs and research facilities have been developed at the 
medical center. The R Adams Cowley Shock Trauma Center and the University of 
Maryland Greenebaum Cancer Center are two prime examples. 

The R Adams Cowley Shock Trauma Center, linked with the statewide network 
of emergency communications, transportation and medical care facilities, is second 
to none. It provides high-speed emergency service to more than 5,500 critically 
injured persons each year — the most severe multiple trauma cases in the state — 
with an impressive 96 percent survival rate. A heliport on the roof of the $44 mil- 
lion R Adams Cowley Shock Trauma Center facilitates rapid transport of the most 
severely injured and acutely ill patients. 

In the Greenebaum Cancer Center, collaboration between research scientists 
and research clinicians has resulted in notable efforts in treating breast, lung and 
blood-related cancers. It was at the cancer center that researchers pioneered the 
freezing of a leukemia patient's own platelets for later use during relapses. The cen- 
ter's physicians work closely with other oncology programs within the hospital, tai- 
loring the balance among surgery, radiation and anticancer drugs for each patient's 
optimal treatment plan. The cancer center is nationally known for its blood and 
marrow transplant program and its research into new drug development. 

Other centers of excellence include: 

• University of Maryland's Hospital for Children, which provides the full range of 
pediatric services. It houses the state's largest neonatal intensive care unit. 

• The solid organ transplant program, which performs more than 300 transplants 
each year, with capabilities in kidney, pancreas, simultaneous kidney-pancreas, 
liver, heart and lung. The comprehensive program continually surpasses national 
survival rates in every area. 

• The Maryland Brain Attack Center, where physicians offer new treatments that 
help prevent disabilities from stroke by rapidly restoring blood flow to save brain 
tissue. The institution's neurosurgery department has attracted national atten- 
tion for its innovative techniques used in the treatment of brain tumors. A 
Gamma knife Center allows patients with inoperable brain tumors a new chance 
for survival. The center for advanced fetal care, multiple sclerosis and magnetic 
resonance imaging centers all offer the most advanced technology possible. 

• University Sports Medicine provides injury prevention and treatment services to 
everyone from professional athletes, such as the Baltimore Ravens and Univer- 
sity of Maryland Terrapins, to weekend warriors. 

• An affiliation with the Institute of Human Virology, where world renown 
experts led by Dr, Robert Gallo investigate the cures and prevention of chronic 
viral diseases, with AIDS as a top priority. 

58 School of Medicine 

Along with its partner, the School of Medicine, the Medical System has met the 
rapidly changing health care market with expanded services, Its integrated deliver)' 
system now offers an array of health services from primary care through long-term 
nursing care to patients throughout the state, These include: 

• Four primary care sites in West Baltimore 

• Specialty care in the suburbs including a rehabilitation and sports medicine cen- 
ter in Howard County; midwife offices in Harford and Anne Arundel County; 
and primary and specialty care at Shipley's Choice in Anne Arundel Count). 

• University Post-Acute Care Services has facilities to meet the long-term, home 
and specialty care rehabilitation with the William Donald Schaefer Rehabilita- 
tion Center at Kernan, Deaton Hospital, and an ownership interest in the Visit- 
ing Nurses Association, the largest home health agency in the state. 

The University of Maryland Medical System has grown both professionally and 
physically over the years. Today, through partnerships with the University of Man- 
land's professional schools, it is the training site for pharmacists, social workers, 
dentists, nurses and other health professionals and technicians. This interprofes- 
sional environment is a unique and valued characteristic of the University of Mary- 
land Medical System. 

Looking ahead to the next century, the xMedical System will launch construc- 
tion of a new 350,000 square-foot building which is presently designed to house 
components of its emergency services, surgical services, diagnostic imaging, and 
women's and children's programs. It will stand adjacent to the modern Homer 
Gudelsky Building for patient care which opened in 1995. 


The VAMHCS consists of three Maryland VA Medical Centers located at Balti- 
more, Fort Howard and Perry Point, and an independent 120-bed Rehabilitation 
and Extended Care Center. Medical faculty, students and researchers primarily 
interact with the health care system's Baltimore facility. The Baltimore VA Med- 
ical Center was designed to support a large outpatient program with extensive pri- 
mary care as well as subspecialty experiences and ambulatory surgery. The 
VAMHCS houses the first radiology service in the nation to offer a completely film- 
less program, made possible by new advances in computer archiving and digital 
processing of images. Diagnostic quality radiographs are available on more than 80 
monitors throughout the Baltimore VA Medical (-enter which provides improved 
patient care and expanded opportunities for student And house Stafl education. 

The VAM1 [CS contains a fully computerized patient information system. The 
Baltimore site has bedside terminals which allow tor ease of patient care and 
reduced non-productive time foi students. The information system allows instan- 
taneous clinical queries for clinical research and continuous improvement in 

Resources 59 

patient care. Major increases in support staff assigned to house staff teams has 
resulted in decreased "scutwork" activities for students and residents as support 
staff is more frequently available for routine phlebotomy, intravenous line adjust- 
ments, escort services and clerical support services. A major reconfiguration of 
nursing and support staff combined with computer designed programs has 
increased the efficiency of the medical care so that students, house staff and fac- 
ulty can better spend their time on direct rather than indirect patient care, and on 
stimulating educational and clinical research areas rather than on cumbersome 
support delivery problems. 

In the disciplines of medicine, surgery, psychiatry, neurology, anesthesiology, 
pathology, radiology, rehabilitation medicine, geriatrics and ambulatory care, there 
is close integration of the faculty, resident and undergraduate levels of the School 
of Medicine. More than 40 investigators have funded research programs in areas 
including infectious disease, geriatrics, exercise physiology, cardiology, immunol- 
ogy, neurology, oncology and schizophrenia. 


One of the University of Maryland, Baltimore's commitments to improving health 
care and delivery programs in primary care is the Area Health Education Center 
(AHEC) program. 

The AHEC program has been developed to provide a comprehensive health care 
education program for undergraduate and graduate medical students, as well as for 
students from the other UMB professional schools. AHEC's are multiple health 
education and training centers that attract students, interns and residents to the 
rural areas, thereby attracting increased numbers of practicing physicians, encour- 
aging development of health care facilities, providing for the training of additional 
numbers of allied health care professionals and increasing capabilities for the exist- 
ing program of graduate and continuing medical education and health training. 

There are two AHEC'S associated with the University of Maryland Baltimore. 
The first center, in operation since 1976, is located in Cumberland, a rural com- 
munity in Western Maryland. In July 1995 a second center opened in Cambridge, 
with headquarters on the grounds of the Eastern Shore Hospital Center. Both pro- 
grams afford students the opportunity to understand and experience the valuable 
and rewarding benefits of delivering primary health care in a rural environment. 

A school policy requires students spend eight weeks of their senior year in clin- 
ical education at an ambulatory site. Some students elect to spend this mandatory 
rotation at these rural sites. In addition, senior medical students may choose a rota- 
tion at either AHEC site as a primary care elective. These experiences are designed 
to encourage students to consider practice in similar settings and to gain a firm 
appreciation of the special health needs of rural populations. 

60 School of Medicine 

Student Life 


The Office of Student and Minority Affairs is designed to provide guidance, advice, 
help and administrative services to students enrolled in the school of medicine. In 
addition, the office is responsible for monitoring student registration, progress and 
advancement, graduation and all aspects of student life related to undergraduate 
medical education. To this end the office employs one full-time associate dean, 
three part-time assistant deans and support staff. 

While the entire staff is available to offer assistance to all students, some staff 
members also assume a specialty area within their overall functions. These specialty 
areas include senior elective advising, student fellowships, national residency pro- 
grams advising, counseling and administration of the Vertical Advisory System. 

The Office of Student and Minority Affairs also coordinates a number of enrich- 
ment programs for high school and college under-represented minority students that 
are designed to increase the number of these students entering the medical profession. 

The School of Medicine is firmly committed to significantly increasing the 
number of under-represented minority students and faculty. In place are strong 
outreach, recruitment and retention programs to attract and graduate minority stu- 
dents who are African-Americans, Native Americans, mainland Puerto Ricans and 
Mexican-Americans. The school is actively involved in the Association of Ameri- 
can Medical Colleges' Project 3000 by 2000, which is designed to increase the 
number of under-represented minority medical students in all U.S. medical schools 
to 3,000 by the year 2000. Recruitment and academic enrichment activities are 
provided for students at the high school, undergraduate and medical school levels. 

The Office of Student and Minority Affairs works cooperatively with the offices 
of admissions, academic development and financial aid and entities in the Univer- 
sity of Maryland Medical System to carry out this mission. Activities include infor- 
mation dissemination to all segments of the public, paid summer research 
preceptorships and volunteer opportunities at the School of Medicine and Uni- 
versity of Maryland Medical System. In addition, the office also assists in the 
school's minority faculty development program and community outreach efforts 
that offer exposure to health-related and research-oriented career opportunities. 

For additional information about enhancement programs contact: 

Willarda Edwards, MD 

Assistant Dean for Student and Faculty Development 
University of Maryland School of Medicine 
655 West Baltimore Street — Room \1 004 
Baltimore, Maryland 21201 
(410) 706-689 

Student Life 61 


There is no elective requirement during the pre-clinical years although many fac- 
ulty members offer elective experiences. Offerings may include such diverse topics 
as cardiovascular pathology, medical rehabilitation, human nutrition, alcohol and 
drug abuse and many research projects. Some electives may have prerequisites and 
be open only to sophomores. The office of student and minority affairs compiles 
course offerings, schedules courses and changes of electives, and provides for both 
evaluation of a student's performance during electives and evaluation of the elec- 
tive courses taken. 


The office maintains a residency advisement program that includes counseling, 
referral to faculty, alumni and community resources and workshops on residency 
selection provided during the junior year. Recent graduates are surveyed annually 
so that feedback from a number of residency programs of interest to graduates is 
kept as current as possible. 


At the beginning of the freshman year students are assigned two faculty advisors. 
Generally, one of the advisors is in the basic sciences and at least one is a physician. 
Each pair of advisors is usually assigned three or four incoming students per year 
with the intention that the relationship will continue through the four years of 
medical school. The advisory system provides a helpful, ongoing interchange con- 
cerning academic, social, personal and career problems and opportunities. 


The HDME Program provides opportunities for informal activities among stu- 
dents and faculty outside the classroom setting. These range from social gatherings 
to small group discussions of concerns and feelings related to the personal and pro- 
fessional aspects of medical education and practice. 

Students may elect to participate in the HDME Program at any point in their 
medical school career. Many enter the program by attending the pre-freshman ori- 
entation retreat held in late August. The retreat is attended by students from all lev- 
els of training, faculty members and, in many cases, spouses or close friends. Thus, 
participants are provided an opportunity to get acquainted in an informal and inti- 
mate off-campus setting. Much of the time at the retreat is spent in intensive small 
group sessions. Topics of discussion are determined in each group, but typically 
include adjustment to medical school, the impact of a medical career on domestic 

62 School of Medicine 

life and the problem of setting priorities among various professional and personal 
demands. Recreational activities also are included in the four-day experience. 

Students in the HDME Program also participate in the Vertical Advisory Sys- 
tem (see office of student affairs), but normally are assigned faculty advisors within 
the HDME program. 

HDME was conceived at The Center for the Study of the Person in Lajolla, Cal- 
ifornia. The program is planned and operated locally by student-faculty commit- 
tees. One goal of the program is to provide an environment in which students and 
faculty advisors can develop a bond during the four years of medical school. 
Another desired outcome is the development of effective communication and lis- 
tening skills that will enable medical students, house officers and faculty members 
to become better health care providers. 


The white coat is a traditional symbol of the medical clinician and scientist. It has 
come to represent the knowledge, skill, and integrity of the medical professional 
and the highest standards of professional work, whether in the classroom, labora- 
tory or clinic. Usually held in early December, the White Coat Ceremony officially 
welcomes freshmen students into the professional community. In mid-fall students 
are asked to provide a list of two or three people whom they would like to invite to 
this ceremony, generally parents or partners. 

Following a continental breakfast, those attending hear a number of short pre- 
sentations, with each speaker addressing the issue of professionalism in medicine 
from his or her own perspective. Speakers include representatives of the medical 
school administration, the pre-clinical and clinical faculty and the student body. 
Freshmen students are then called individually to the stage to receive their white 
coats from members of the faculty. Acceptance of the white coat is an affirmation 
that, along with acquiring the requisite knowledge, the student will accept respon- 
sibility for developing and maintaining professional attitudes and behaviors in 
work and in relationships with classmates, teachers, patients and the community- 


The Student Council is the organization recognized by the medical school admin- 
istration as the official representative body of the registered students at the School 
of Medicine. Council duties include disbursing student activities funds according 
to the needs or its members and coordinating student input in institutional admin- 
istrative policy decisions. Student Council officers serve as student representatives 
to national meetings of organizations thai guide national educational and medical 
policies. The council also conducts elections of all class officers. 

Student Life 63 


Alpha Omega Alpha (AOA). Election to AOA, the national medical honor 
society, is based on scholastic achievement, service to the school, qualities of lead- 
ership, integrity and fairness to colleagues. Students are elected at the end of their 
junior year or the beginning of their senior year. 

Members coordinate programs and lectures with the goal of furthering aca- 
demic interest and stimulating curiosity. Programs of recent years have included a 
lecture series on topics in the History of Medicine, an EKG Interpretation course, 
sponsorship of a Clinical Visiting Professorship, campus tours for prospective med- 
ical students, and Junior/Senior Night, an orientation to the match process for 
junior medical students. 

American Medical Association — Medical Student Section 
(AMA-MSS) The AMA-MSS is the medical student section of the American 
Medical Association (AMA) that provides leadership positions at the local and 
national levels, the opportunity for involvement in the medical political process and 
medically oriented programs for students and the community. At the University of 
Maryland, the AMA-NSS sponsors several familiar events such as the annual used 
book sale in August and the morning donut and bagel sale. Members of the AMA- 
MSS receive the Journal of American Medical Association (JAMA), American 
Medical News, AMA Member Matters and Pulse, a national medical student 

Each year the AMA-MSS at the University of Maryland elects and sends a del- 
egate and alternate delegate to two meetings: The Annual AMA Meeting in June, 
and the Interim AMA meeting in December. Traditionally, the delegate is a sec- 
ond-year student while the alternate is a First-year student. 

American Medical Student Association (AMSA). The University of 
Maryland Chapter of the American Medical Student Association (AMSA) offers 
the opportunity to become actively involved with a group of dynamic, concerned 
medical students on the local and national levels. The immediate benefit of mem- 
bership is working and socializing with peers in friendly, informal settings through 
participation in a wide variety of activities of interests to the membership. 

AMSA is involved in many service activities; microscope and used book sales, 
coordination of the noontime films and lectures, as well as the student phone and 
housing directories, orientation activities, workshops, projects and parties. Other 
activities include local and national legislative monitoring and lobbying, clinic 
staffing, public education efforts and events coordinated with other school organi- 
zations. Fundraising projects help to defray expenses of members attending work- 
shops and regional and national meetings. In addition, AMSA is willing to sponsor 
activities that are proposed by its members. 

On the national level, AMSA promotes the interests of public health and the 
medical students serve as a forum and information clearing-house for issues of 
major importance; e.g., AMSA's position on the current administration's propos- 
als as they relate to health care reform and medical education. Benefits to AMSA 

64 School of Medicine 

members include a four-year subscription to The New Physician (an excellent stu- 
dent journal), special interest task force newsletters, informational booklets, dis- 
counts on medical texts, life insurance policies, the AMSA Master card, the U HEAL 
Deal" for repayment of HEAL loans at lower interest rates, a low-interest loan pro- 
gram with increasing monies available each successive year of school, and unique 
educational experiences both at home and abroad — all for a single membership fee 
for all four years of school. The Annual National Convention is open to members 
(partially subsidized by chapter funds) and is a rare and valuable experience. It fea- 
tures four days of guest speakers, a multitude of exciting health care presentations 
and workshops, opportunities to share in national policy formulation, a chance to 
meet other interested medical students and socializing opportunities. 

American Medical Women's Association (AMWA) Student Branch. 
The AMWA Student Branch at the University of Maryland is a dynamic group 
responsive to the needs of the women medical students. While its first commitment 
remains to provide support and promote friendship among students, faculty, and 
physicians, AMWA also provides a network where students can meet and discuss 
issues such as lifestyles in medicine, career choices, women's health, and political 
issues important to women and the student body at large. 

AMWA is involved in a variety of activities on campus including pot-luck din- 
ners where special guest speakers address issues, monthly noon-time business meet- 
ings and get-acquainted gatherings with students and faculty. Although, AMWA 
is primarily concerned with issues related to women, all AMWA functions are open 
to the entire student body. 

Asian Professional Students Association. The Asian Professional Students 
Association (APSA) was formed by a group of medical students in 1984, and since 
then has grown to include members of other schools at UMB. APSA is open to all 
students, teaching staff and employees regardless of race, cultural background, sex 
and country of origin. The goals of the association are to encourage dialogue among 
fellow students of different cultural backgrounds, and to provide a platform for 
those who appreciate Asian culture. APSA also sponsors educational and social 
activities for its members and friends. 

The Better Half. "The Better Half is a support group open to all medical stu- 
dents and their significant others who are interested — husbands, wives, boyfriends, 
girlfriends. The group's goal is both social and supportive. Maintaining a relation- 
ship while in medical school can be difficult and knowing other people in the same 
situation can be helpful to both medical students and their partners. Gatherings 
such as the pot-luck dinners, wine tasting, wine and cheese ^nd pizza panics are 
popular affairs. A partner is not needed to attend functions. 

Bioethics Club. The Bioethics Club is a relatively new addition, formed to 
explore ethical issues faced by students And physicians in the medical world. The 
group is led by Dr. 1 feme J. Silverman, editor of the University of Maryland Med 
ical Systems publication Health ('are Ethics, And member of the hospital's Ethics 

Student Life 65 

Review Committee. At bimonthly meetings, actual cases are reviewed and active 
discussion concerning moral and ethical issues related to particular situations or to 
new legislative rulings across the country is encouraged. Students also have the 
opportunity to attend meetings between patients, their families, physicians and 
members from the review committee and observe the often difficult process of mak- 
ing decisions concerning what course of intervention and care is appropriate for 
each patient. Students, faculty and administrators are all encouraged to attend. 

Christian Medical Society. The Christian Medical Society (CMS) at UMB is 
a local chapter of a national organization which meets weekly for fellowship, prayer 
and discussion. CMS is committed to providing Christian fellowship and support 
for medical professionals, encouraging Christians to mature in their faith, chal- 
lenging them to integrate their medical careers into their lives in Christ and pro- 
viding an environment in which non-Christians can explore the claims of Christ. 
CMS presents meetings on bible study, short-term missions, ethics, Christian fam- 
ily life within the medical profession and evangelism. Dinner is shared every third 
week. In addition, CMS volunteers help staff the Baltimore Rescue Mission which 
provides medical care to the homeless. Members also have the opportunity to par- 
ticipate in local, regional and national conferences. All students, faculty and hos- 
pital personnel are welcome. 

Complementary Medicine Club. Formed in 1994, the Complementary 
Medicine Club strives to introduce students and faculty alike to various types of 
therapy which complement traditional western medicine. Among these comple- 
mentary medicines are acupuncture, herbal medicine and music therapy. The 
Complementary Medicine Club meets about once every month for an hour-long 
talk and lunch. 

Emergency Medicine Interest Group. The Emergency Medicine Interest 
Group (EMIG) is a student organization whose mission is to expose students to 
Emergency Medicine as a career and give students an opportunity to learn skills 
commonly used in emergency situations. To this end, EMIG sponsors blood draw- 
ing, i.v. and suture labs, ambulance ride-alongs and emergency room observation 
time. EMIG also sponsors talks and luncheons with emergency medicine residents 
and faculty on topics such as applying for emergency medicine residency and the 
history of emergency medicine. EMIG members are actively involved in research 
in the emergency department and have attended emergency medicine physicians' 
national conferences. 

Family Medicine Interest Group. The Family Medicine Interest Group 
(FMIG) is sponsored by the Maryland Academy of Family Physicians and the 
department of family medicine. Membership fees for first-year members are paid by 
the Maryland Academy and members receive monthly professional journals free of 
charge. FMIG sponsors events and lectures relevant to family medicine throughout 
the year. FMIG also encourages student leadership at the state and national levels. 

66 School of Medicine 

Gertrude Stein Medical Society. The Gertrude Stein Medical Society is a 
group of medical students whose goal is to foster support among gay and lesbian 
students and to encourage, interaction and education among all students at the uni- 
versity. The group seeks to help other students and faculty understand the special 
needs of the gay and lesbian community through education and community ser- 
vice. The group meets bimonthly with potluck dinners and other social events. 
Some members also volunteer at the Chase-Brexton Clinic. The group is open to 
all students and confidentiality is assured. 

Human Dimensions in Medical Education (HDME). The HDME pro- 
gram is active through much of the year in planning the annual retreat as well as 
other activity programs. Students are welcome to participate in these "behind the 
scenes" activities that are so important to the program's success. 

Jewish Medical Students Organization. The Jewish Medical Student Asso- 
ciation encourages all medical students, regardless of specific affiliation (i.e., ortho- 
dox, conservative, reform or non-Jewish) to join and participate in the groups 
activities. The association works closely with the Jewish Community Center's 
Office for Graduate Studies which provides sponsorship for many of its activities, 
including Friday night dinners, talks on Jewish medical ethics and the building of 
a sukkah. The association also works with other schools on campus and in the Bal- 
timore area to plan joint activities. 

Maryland State Medical Student Association. The Maryland State Med- 
ical Student Association (MSMSA) is a component of the Medical and Chirurgical 
Society (Med-Chi) of the State of Maryland, which is a state component of the 
American Medical Association. The MSMSA is involved in issues of health care, 
medical education and peer review, especially in the State of Maryland. 

MSMSA and AMA memberships are usually solicited together, and member- 
ship benefits include subscriptions to the Maryland Medical Journal, and the AMA 
News. The MSMSA provides active student representation in Med-Chi and the 
AMA. Also, there are several leadership opportunities for students in the AMA 
through MSMSA. 

Organization of Student Representatives. The Association of American 

Medical Colleges (AAMC) was founded over 100 years ago to improve the quality 
of American medical education. Ic now includes membership of 125 medical 
schools, 85 academic societies such as the American College of Physicians, and 135 
teaching hospitals. It maintains numerous data sources available to its members and 
works cooperatively with other medical organizations such as the American Med- 
ical Association as well as providing information and testimony to the U.S, c on 
gress and other federal agencies concerning medical and health-related issues. 

The Organization of Student Representatives (OSR), the AAMC's student 
voice, is composed of one student representative from each medical school choos 
ing to participate. OSR members gather ai an annual meeting each autumn to dis 
CUSS matters of concern to the nation \ medical students .uul to eleci an 

Student Life 67 

Administrative Board. The twelve-member Administrative Board meets quarterly 
with the boards of other AAMC Councils to formulate AAMC programs and poli- 
cies reflecting student views. OSR business is also conducted at regional spring 
meetings. The OSR delegate operates to channel information from the AAMC to 
the medical student body-at-large and vice versa on issues of medical education 
such as the match, changes in medical curriculum and student indebtedness. Thus, 
the OSR serves as an effective liaison between the nation's students and medical 
policy-makers to ensure consideration of student views. 

Pediatric Pals. Pediatric Pals is a community service organization created by 
medical students for medical students. It provides a convenient, flexible and fun 
community service organization. Pals visit children who are in the pediatrics ward 
at UMMS either on a weekly basis (1-4 hrs/wk) and/or during monthly parties on 
Saturday/Sunday afternoons. Pals play Nintendo, read books, sing, rock babies or 
just "hang out" and be a friend to scared, sad or lonely children. 

After a brief orientation, a Pal can choose as much or as little a time commit- 
ment as desired. 

Student National Medical Association (SNMA). The University of Mary- 
land Chapter of the Student National Medical Association (SNMA) is an organi- 
zation of under-represented minority medical students that seeks primarily to 
provide academic and social support for minority medical students at the Univer- 
sity of Maryland School of Medicine. The SNMA organizes study groups, provides 
valuable course information and review material, and facilitates organized discus- 
sions on course requirements and strategies between upperclassmen and entering 
students. The SNMA also seeks to involve itself in health and educational activities 
which benefit the surrounding community and its youth. In past years the SNMA 
has been involved in: tutoring local high school students, presentations to inform 
high school and college students of medical school opportunities and health screen- 
ing programs in the community. In addition, the SNMA has also sponsored activ- 
ities for Black History' Month which have included seminars and films. SNMA is 
active in programs that promote greater interaction among minority students, 
physicians, faculty and alumni. 


Academic Handbook. The Academic Handbook is the "official word" on med- 
ical school policy and life, written by those who run the various programs 
described — administrators, faculty, students. Although the book is prepared 
through the office of student and minority affairs, student participation and feed- 
back contribute significantly to its effectiveness. 

AMSA Directory- With financial support from the office of student affairs and 
the office of admissions, the American Medical Student Association (AMSA) at 

68 School of Medicine 

UMB compiles a student address and telephone directory each fall. The book is 
available to all medical students at no cost. 

Snowdays. Snowdays is a booklet written by the freshman class for entering fresh- 
men. Designed to acquaint students with the University of Maryland, Baltimore 
and surrounding areas and metropolitan Baltimore, it includes information on 
housing, eateries and entertainment that would be helpful to people new to the city. 
Snowdays was conceived in the hope of providing freshmen with information that 
might prove useful before starting the school year. 

The Yearbook (Terra Mariae Medicus). Since 1896 Terra Mariae Medicus has 
provided wide coverage of student life. It is a collection of moments and memories 
from the four years of medical school put together by the members of each senior 
class. Each senior receives a yearbook, the cost of which is included in the student 
activities fee. 


The Committee System. Several committees are actively involved in shaping 
the School of Medicine, particularly the curriculum and other essential aspects of 
medical education, and students have a voice on these committees. The following 
committees/councils include students in their memberships. 

Curriculum Coordinating Committee (CCC) and Subcommittees. 

The task of the Curriculum Coordinating Committee is to continually study and 
evaluate the curriculum and methods of instruction, to make recommendations 
concerning changes and innovations in the curriculum and instructional proce- 
dures, to make a continuing study of the student achievement evaluation process 
and to recommend changes when necessary. In addition, the CCC Subcommittees, 
i.e., Year I, Year II and the Clinical Years Committees, each include two student 
representatives elected by their classmates. 

School of Medicine Council. Through the School of Medicine Council, rep- 
resentatives of the faculty, students, house staff, alumni and affiliated institutions 
and School of Medicine administration participate in the development of school 
policies. In addition, council members hear status reports from committees 
appointed by the dean. These include the reports of the Curriculum Committee, 
the Annual Admissions Report and those of the various search committees. The 
Council meets monthly during the academic year, offering students an excellent 
opportunity to develop an understanding of the issues affecting the operation and 
goals of the medical school. There arc approximately so voting ( louncil members, 
1 1 of whom are students. 

Judicial Board. Acceptable behavior within the academic community . including 
proper behavior on examinations, tails within the purview ot the judicial re\ ievt s\ s 

Student Life 69 

tern and its functioning body, the Judicial Board. The system and operation of the 
board are defined in the "Statement of Ethical Principles, Judicial Review System 
and By-Laws of the Judicial Board," which is printed in its entirety in the Aca- 
demic Handbook and distributed to incoming freshmen at orientation. 

The board consists of a chairperson appointed by the dean and representatives of 
the faculty and students in the medical school community. Any member of the com- 
munity who directly witnesses an act that he or she deems unethical should report 
the incident in a signed letter to the chairman of the Judicial Board. The board will 
then investigate the issue and hold hearings, as defined in the aforementioned doc- 
ument. Findings of the board and its recommendations with respect to the accused 
are forwarded to the dean. Three student representatives, one each from the sopho- 
more, junior and senior classes, are appointed by their class presidents. 

Ethical Advisory Committee (University Hospital). This state-mandated 
committee is composed of about 25 physicians, nurses, social workers, administra- 
tors, clergy, attorneys and other personnel, and welcomes the input of students and 
residents as nonvoting participants. The committee advises hospital staff and fam- 
ilies on requests regarding difficult ethical decisions such as life support for termi- 
nal patients, and also helps develop hospital policy regarding such critical 
situations. The committee also serves an educational function to hospital staff and 
reviews legal and legislative decisions. 

Special Task Forces. On occasion, special committees and task forces are estab- 
lished to examine school policies or curriculum issues. Where these issues have 
direct relevance to students, the classes are frequently invited to send representa- 
tives to these functions. Major changes in policy or curriculum typically take two 
or more years to plan and implement, and this can be frustrating to students who 
will be members of each class for only one year. At the same time, however, each 
group of entering students reaps the benefits of changes to which their predecessors 
have contributed and they now have the opportunity to leave a similar legacy to 
their successors. 


The Campus Health Office, located in University Family Medicine Associates 
(UFMA)offices at 29 South Paca Street, is open Monday-Friday from 8:00 
am-4:30 pm Students are seen for medical appointments by physicians, residents 
or a nurse practitioner at UFMA at the following times: Monday-Thursday 
from 8:30 am-7:00 pm, Fridays from 8:30 am-4:30 pm and Saturdays from 
8:30 am-noon. After-hour coverage for emergencies is provided by the physician 
on-call at University Family Medicine. 

The cost of most care provided at student and employee health is paid lor 
through the student health fee. Gynecological services, including health mainte- 
nance (PAP smears, etc.), family planning and routine problems, are provided by 
the family physicians, residents or nurse practitioner. Birth control pills are avail- 

70 School of Medicine 

able at a reduced cost for students receiving their GYN care through student and 
employee health/family medicine. 

All students are required to have health insurance and an excellent insurance 
policy is available through the campus. At registration all full-time students must 
either purchase the UMB policy or waive it by showing proof of comparable cov- 
erage. The deadline for waiving the UMB policy is in mid-September. If proof of 
comparable insurance is not received at student and employee health by that time, 
the UMB policy must be purchased for each month the waiver is not presented. 
Demonstrated proof of comparable insurance is required each year the UMB pol- 
icy is not purchased. 

Hepatitis B is an occupational illness for health care providers. It has serious con- 
sequences and can even be fatal. Immunization against Hepatitis B is required for 
medical, dental, dental hygiene, nursing, medical technology and PharmD stu- 
dents. The series of three immunizations is given through student and employee 

All new students are required to complete a Report of Medical History and an 
Immunization Record form that documents immunity to childhood illnesses. Stu- 
dents failing to present these completed forms as freshmen will not be permitted to 
register for the sophomore year. 

All family members can be seen at Family Medicine Associates. The family 
physicians provide care for the entire family, including obstetrical and pediatric 


The Counseling Center provides professional counseling services to students and 
their families. Students are encouraged to use Counseling Center services for help 
in dealing with any kind of personal problems they may have. Some of the more 
common problems that prompt students to seek help include stress, relationship 
problems, adjustment to changes in school or home life, loss of a loved one and 
problems with drugs, alcohol or food. 

Counseling services are completely confidential and no information is shared 
with administration or faculty without the student's written permission. Students 
are always seen by a professional — social worker, psychologist, psychiatrist or 
addiction counselor. This is not a training site. ( Counseling is done on an appoint- 
ment basis and student's class schedules can be accommodated in scheduling 
appointments. There is no out-of-pocket expense to use this service. 


I he University Housing Office administrators the housing program ror Univer- 
sity-owned housing which can house approximately 275 students in two resident 

locations. I lie Student Union Building has two floors of traditional dorm-stvle 
rooms capable of housing up to (SO students in single or double rooms. All rooms 

Student Life 7 I 

are furnished with bed, desk and closet and each floor has a kitchenette, lounge and 
restroom/shower facilities. A laundry room with coin-operated washers and dryers 
is located on the ground floor of the Student Union building. 

Additionally, the university owns 80 apartments in a traditional row house for- 
mat known as Pascault Row. This complex includes efficiency, one-bedroom and 
two-bedroom arrangements. Each apartment is furnished and contains a living 
area, kitchenette and private bath and is designed to accommodate one-to-four stu- 
dents. The Pascault Row complex also has a laundry room with coin-operated 
washers and dryers and each apartment has access to storage in lockers on the 
ground floor. 

For housing application and/or information contact: 

University Housing Office 
Baltimore Student Union, Rm. 122 
621 W. Lombard Street 
Baltimore, Maryland 21201-1575 

The University of Maryland's off-campus housing program is a self-service pro- 
gram designed to help students identify housing options convenient to the univer- 
sity. Although the housing program is coordinated by university personnel, it is 
offered only as a convenient way to facilitate the housing search. The university 
does not inspect the properties listed through this service and therefore strongly 
encourages students to personally do so before signing a lease. Finally, the univer- 
sity has no relationship with the property owners, landlords or realtors who list 
property through this service. 

The university housing office maintains a kiosk in the lobby of the Baltimore 
Student Union with current information filed as: apartments for rent, rooms for 
rent, house or condominium for rent or sale and roommate referral. There are also 
other types of off-campus housing information available at this kiosk such as Apart- 
ment Shopper's Guide and Home Buyers Guide. 

Finally, a website has been created for the university at www.UMB-Apartment- Questions related to off-campus housing can be addressed by calling 


The campus Athletic Center, located on the tenth floor of the Pratt Street Garage, 
offers a variety of programs including intramural sports, fitness/wellness activities, 
informal recreation, minicourses and special events. The facility is equipped with 
two basketball and volleyball courts, a squash court, an expanded weight room with 
free weights and paramount equipment, stationary bikes, stair, treadmill and row- 
ing machines and areas to stretch. There are men's and women's locker rooms each 

72 School of Medicine 

with a sauna and showers. Students are admitted free with valid student ID. Paid 
positions for students are available at the athletic center. 

Intramural sports include basketball, volleyball, racquetball, squash, tennis and 
softball for men, women, coed and open competition. 

It is the athletic center's goal to provide a comprehensive fitness and wellness 
program on campus. Participation in regular physical activity generally maintains 
or improves physical and mental well-being. The center offers a variety of aerobic 
classes, a total conditioning class, mini-screening, fitness walking program and fit- 
ness assessments. Individual fitness assessment includes tests for heart rate, blood 
pressure, weight, flexibility, cardiovascular endurance, body composition and mus- 
cular endurance. Participants receive personal evaluation of their fitness levels along 
with specific suggestions for developing a healthy lifestyle. 

In conjunction with the university police the center also offers Rape Agression 
Defense (RAD), a women's self-defense course. Sessions are offered throughout the 
year and are taught by trained and certified instructors. 

University of Maryland, Baltimore students may also use the athletic facilities 
at UMBC which include both indoor and outdoor olympic-size swimming pools, 
outdoor hard-surface tennis courts and Nautilus weight-training equipment. A 
shuttle bus operates between the two campuses 


Many campus-based student services are housed in the Baltimore Student Union. 
Administrative offices include the Assistant Vice President for Student Affairs, 
Associate Dean of the Graduate School, the Graduate School Admissions Office, 
Auxiliary Services Office, Housing Office, Student Financial Aid, Records and 
Registration, the University Student Government Association and the Graduate 
Student Government Association Offices, Student Services Office for disabled and 
international students, student transportation services and a Writing Clinic. In 
addition, the Baltimore Student Union houses the University Bookstore, a deli, the 
Courtyard Cafe, a commuter lounge with full-service vending, IV lounge, meet- 
ing room, an ATM machine, laundry room and two floors of dormity tooms. 


On-campus parking is available to students. Commuters will first have to purchase 
.1 [xuking permit (SI. 00) which allows campus parking but does not guarantee a 
space. Commuters may park in the Lexington ( rarage and Koesters Lot(l exington 
and Pine Streets) at the current student rate ot $3.50 per day on a first come, first 
served basis. 

Students who live in on-campus housing pay for parking by the semestei or yeai 
and are guaranteed 24-hour parking in a garage adjacent to then residence I.k ility. 
1 oi more Information about parking on campus, write Parking and <■ iommuter 

Student Life 73 

Services, University of Maryland, Baltimore, Baltimore, Maryland 21201 or call 

Students who live in the communities adjacent to UMB can use the caravan 
shuttle which operates in the evenings year round. An intercampus shuttle provides 
transportation between the University of Maryland Baltimore County (UMBC) 
and UMB. For schedules and information on either of these shuttles call the Park- 
ing & Commuter Services Office at (410) 706-6603. 

Public transportation makes the campus accessible by bus, subway and light rail. 
More than a dozen MTA bus routes stop in the campus area. The Baltimore Metro 
(subway) runs from Charles Center downtown to Owings Mills in northwestern 
Baltimore County. A light rail line offers service with park-and-ride accommoda- 
tions from Hunt Valley in northern Baltimore County to Glen Burnie in Anne 
Arundel County. The UniversityCenter stop is at Baltimore and Howard Streets. 


Baltimore is a fun, friendly city with many affordable and convenient housing 
options. The brochure Living in Baltimore describes on- and off-campus options 
for UMB students; it is available through the admissions office or by calling the 
Residence Life Office at 410 706-7766. 

On-campus living options include a limited number of furnished university- 
owned apartments and dormitory style accommodations plus unfurnished apart- 
ments in a half-dozen privately-owned loft district buildings on campus. The 
Baltimore Student Union and Pascault Row apartments are the two university- 
owned, on-campus housing complexes. 

Many students choose to live in neighborhoods surrounding the campus. A 
wide range of rooms, apartments and home rentals are available throughout the 
metropolitan area. The Student Life Office, located in the Baltimore Student 
Union, keeps a listing of available rooms and apartments. 

74 School of Medicine 

School of Medicine Departments 


Professor and Chair 
Michael T. Shipley, PhD 

The educational goal of the department of anatomy & neurobiology is to provide 
a basis for understanding the development, structure and function of the human 
body. To this end, department of anatomy & neurobiology faculty are major par- 
ticipants in two integrated teaching blocks, Blocks II and V, and have minor teach- 
ing involvement in Blocks IV and VI. Block II, Structure and Development, 
combines gross human anatomy, microanatomy (histology), embryology, radiol- 
ogy, surgery and physiology. In Block V, Neurosciences, neuroanatomy is inte- 
grated with neurophysiology, neurochemistry, neurobiology and clinical 
neurology. In both blocks, lectures are correlated with practical laboratory assign- 
ments. In this way, the student is provided with a comprehensive treatment of the 
subject matter and has ample opportunity to learn its important clinical implica- 
tions and research applications. 



Major research efforts in the areas of developmental neurobiology, chemical senses 
and neural networks have been added to existing strengths in cellular neurobiology 
and reproductive biology. A wide variety of research opportunities is made possi- 
ble by extensive collaboration among departmental faculty and neuroscientists in 
other departments and at other institutions. Departmental (acuity investigate ques- 
tions from the molecular to the system level, from gene expression through assem- 
bly and function of specialized cell-membrane domains to development, function 
and plasticity of neuronal networks. Our (acuity apply contemporary molecular, 
physiological and anatomical techniques to these questions. Several laboratories use 
organotypic slice cultures to investigate the development and (unction of neural 

Graduate students are encouraged to investigate critical biological questions by 
applying a broad range of experimental approaches. ( iraduate programs lead to the 
Ph.D. or M.D./Ph.D. degrees. The program of study is uniquely tailored to iiuli 
vidual student needs to establish a foundation in molecular and cellular biology 
with a minimum of required coursework. In addition, anuses in principles ol neu 
roscience, developmental neurobiology, the structure-function ol membranes, ion 
channels, synaptic transmission, imaging, and reproductive physiology and 

School of Medicine Departments 75 

endocrinology are available as well as journal clubs in neuroscience, chemosensory 
neurobiology, membrane biology and reproductive biology. 

The department plans to offer additional courses in the analysis of neural net- 
works and is launching innovative mini-courses that focus on scientific writing and 
preparation of grant applications to further prepare students to become competi- 
tive scientists. 


Martin Helrich Professor and Chair 
M. Jane Matjasko, MD 

During the first two years anesthesiology faculty participate in lectures, conferences 
and small group discussions in the departments of physiology and pharmacology 
and experimental therapeutics. Such participation is intended to illustrate the direct 
application of basic science principles to the clinical practice of anesthesiology. 

Electives of varying orientation and complexity are provided during the clinical 
years. These include clinical anesthesiology, neuroanesthesia, pain management, 
critical care medicine and research. Further information and details concerning the 
elective courses may be found in the electives catalog or by contacting the depart- 
ment chairperson. 


Research efforts are in the areas of: mechanisms of hypoxic cell death with focus on 
the mitrochondria, computer models and anesthesiology simulation, human fac- 
tors engineering and several clinical research projects in obstetric, cardiac and neu- 

• NIH and industry-funded research into apoptosis both preclinical and clinical 
phases. Clinical studies in trauma, cardiac arrest and post open-cardiac surgery 
procedures allow correlation of human data with that in animals. 

• U.S. Navy-funded project to examine performance of anesthesiologists in high 
stress clinical environments. 

• NASA-funded project examining remote decision-making by clinicians. 

Several faculty members actively participate in laboratory and clinical studies. 
Medical student participation is encouraged. 

76 School of Medicine 


Professor and Chair 
Giuseppe Inesi, MD, PhD 

Biochemistry, including molecular biology and gene expression, seeks to under- 
stand the phenomena of biology in terms of molecular structure and interaction. It 
permeates all of modern biology and medicine and is a fundamental prerequisite to 
other medical sciences, particularly pharmacology, microbiology, cell biology, 
pathology and the clinical sciences. 

The teaching goal of the department is to present a concise but comprehensive 
lecture-conference course including as major subjects: proteins, enzymes, nucleic 
acids, intermediary metabolism, energy production and utilization, chemical 
aspects of hormones, protein and nucleic acid biosynthesis, with general reference 
to cell and molecular biology and genetics. 

The department of biochemistry and molecular biology faculty is involved in 
teaching the first-year blocks; Block IV — Cell and Molecular Biology, Block V — 
Neurosciences and Block VI — Functional Systems. 


Teaching of cell and molecular biology for medical students is concentrated in a 
ten-week period in late fall of the freshman year. Activities include plenary lectures, 
small group conferences with problem-based learning, independent studies and a 
series of correlative medicine sessions to demonstrate the application of biochem- 
istry to the understanding of human disorders. 


The department of biological chemistry also offers PhD programs, and a MD/PhD 
program. Classroom teaching for graduate students includes courses in introduc- 
tory biochemistry and molecular biology, proteins and enzymes, biochemistry sem 
inar, muscle: contractility and excitation-contracting coupling And advanced 
molecular biology. In addition, several professors arc available as advisors tor ful- 
fillment of experimental theses in funded research laboratories. 

Students interested in biochemistry and cell and molecular biolog) are encour- 
aged to contact individual faculty members about opportunities for pan tunc or 
summer research. Limited hinds have been available to support pan time research 
assistants from the medical school. 

School of Medicine Departments 77 


Research interests within the department of biological chemistry are numerous and 
include studies in membrane transport and membrane biochemistry, eukaryotic 
and prokaryotic molecular biology, virus assembly, enzymology, fluorescence and 
NMR spectroscopy, Ca2+ regulation mechanisms, receptor mechanisms, hemo- 
globin biochemistry as well as many others. In addition to the individual research 
programs of the faculty, the department is widely recognized for its Center of Flu- 
orescence Spectroscopy, under the direction of Dr. Lakowicz; the NIH Program 
Project on regulation of Ca2+ in muscle, under the direction of Dr. Inesi; and the 
NIH Program Project on Hemoglobin Substituents, directed by Dr. Bucci. 


Professor and Acting Chair 
Joseph W. Burnett, MD 

The department of dermatology faculty teaches in the first-year Structure and 
Development block and in the second-year Immunology, Host Defenses and 
Pathophysiology and Therapeutics blocks. During the ambulatory care portion of 
the fourth year students are required to attend eight half-day sessions in the clinic. 
An examination is given at the conclusion of this exercise. 

DERM 54 1 . Dermatology Elective. Dermatology may be taken as an elective dur- 
ing the fourth year. Students work together with the dermatology residents and 
attending physicians in the diagnosis and treatment of a large number of patients 
with cutaneous disorders. Emphasis is placed on developing proficiency in derma- 
tologic examination and description. Students actively participate in grand rounds, 
daily seminars and the weekly journal club. They also attend the clinical sessions of 
the Maryland Dermatological Society. A brief oral presentation and short final 
examination are required. 


The University of Maryland has a three-year residency program in Dermatology 
which stresses both the clinical and research aspects of this specialty. One year of 
internship in a primary care field is required. The usual conferences in a Derma- 
tology program such as pathology, mycology, immunology and allergy, basic sci- 
ences, journal club, radiation therapy, pharmacology and clinical textbook review 
are included in the program. 

78 School of Medicine 


Professor and Chair 
Philip A. Templeton, MD 

Since German physicist Wilhelm Conrad Roentgen discovered the x-ray in 1895, 
radiology has become an integral part of our healthcare delivery system. With 
advances in technology, radiologic studies now establish or verify the diagnosis in 
three -out-of-four cases of organic disease. The development and integration of 
nuclear medicine, ultrasonography, computed tomography and magnetic reso- 
nance imaging (MRI), has provided diagnostic imaging with an even more central 
role in diagnosis and selected (interventional) therapeutic procedures. The radiol- 
ogy department at the University of Maryland has state-of-the-art facilities and 
cutting-edge technologies, making it one of the most sophisticated in the world. 


Clinical research is the main focus of departmental research activity. Multiple divi- 
sions within the department are pursuing a wide variety of research in state-of-the- 
art technologies such as spiral CT, MR imaging, SPECT imaging, teleradiology, 
and picture-archiving and communications system (PACS). Recently, the depart- 
ment has become among the first in the nation to obtain CT fluoroscopy and 
portable CT. Specific projects include the evaluation of interventional and non- 
interventional applications of CT fluoroscopy, assessment of MR pulse sequences 
to improve diagnosis, use of spiral CT to decrease the intravenous contrast dose, 
and a comparison of the quality of conventional and PACS images. A complete 
PACS system is installed in University Hospital and the Baltimore VA Hospital. 

The department is organized into the subspecialty sections of abdominal imag- 
ing, angiography/interventional radiology, chest radiology, musculoskeletal radi- 
ology, neuroradiology, nuclear medicine, pediatric radiology, trauma radiology 
and ultrasonography. The subspecialty organization and multiple interdepartmen- 
tal conferences facilitate collaboration with diverse clinical specialties. Current 
projects include cooperative studies with physicians in the University of Maryland 
Cancer Center, MR evaluation of renal-pancreas transplants and CT assessment of 
patients undergoing lung volume reduction surgery. Other projects arc undcr\\a\ 
in cooperation with MIKMSS physicians, evaluating the usefulness ot ( ! 1 and MR] 
in the diagnosis of multiple visceral and skeletal trauma, particularly involving the 
pelvis and acetabuli. Multiple cooperative cardiovascular nuclear medicine studies 
arc progressing with the department of medicine's division of cardiology. 


The department of radiology offers the medical student an opportunity to acquire 
a broad base of knowledge related to imaging in almost .ill aspects of medicine. 

School of Medicine Departments 79 

Formal instruction begins during anatomy in the first year and pathology in the 
second year. During the third or fourth year, students may elect to take the basic 
radiology course (RADI 540). The curriculum is supplemented with small group 
case discussions with the faculty and contact through interdepartmental rounds 
and conferences involving radiology during clinical rotations. 
Third or Fourth Years Basic Radiology Elective, RADI 540 
Small groups of students are assigned for a period of four weeks to the depart- 
ment of radiology. Groups are subdivided to allow individual instruction as the stu- 
dent rotates through a series of observation periods in selected subspecialties within 
the department. Students also receive an introduction to the department of radia- 
tion oncology. Reading assignments, slide-tape exercises, a student teaching file 
and seminars form the core of the learning experience. Students attend depart- 
mental conferences and joint conferences with other departments. An objective 
final examination is included in the course. 

Third and Fourth Years Subspecialty Radiology Elective 
Students learn more about appropriate use of diagnostic imaging and inter- 
preting images. The curriculum is flexible, tailored to the needs of the student's 
career choice. Students are expected to investigate a small aspect of imaging within 
their area of interest and make a short presentation to the faculty and residents. This 
presentation and overall performance, as evaluated by the curriculum supervisor, 
serve as the evaluation criteria for this elective. Students are given the opportunity 
(in all sections) to perform clinical and/or lab research, correlate imaging evalua- 
tions, do statistical analysis, run literature reviews, etc. 


A four-year residency is offered in diagnostic radiology at the University of Mary- 
land Medical System. Fellowships are offered in computed body tomography/ 
ultrasonography/MRI, interventional and vascular radiology, neuroradiology, crit- 
ical care trauma, musculoskeletal radiology, women's imaging, nuclear medicine 
and chest radiology. 


Professor and Chair 
PaulD. Stolley, ML), MPH 

Modern epidemiology is a biomedical discipline at the interface of clinical practice 
and basic medical science. Preparation for the practice of medicine requires knowl- 
edge not only of clinical medicine and basic medical science, but also epidemiol- 
ogy, research methods, biostatistics and social science. 

The department is engaged in teaching, research and service across the spectrum 
of public health and preventive medicine. The faculty has expertise in clinical epi- 
demiology, biostatistics, environmental and occupational medicine, clinical pre- 

80 School of Medicine 

ventive medicine, health services research, aging, behavioral sciences, international 
health, women's health and clinical research methods. Departmental courses, sem- 
inars, journal club, clinical assignments and supervised research experiences are 
offered to enhance the physician's capabilities in these areas of increasing impor- 
tance to clinical medicine. Interdisciplinary relationships have been formed with 
other departments and clinics within the University of Maryland Medical Center 
and throughout the region. 

The department introduces principles of epidemiology and biostatistics, clini- 
cal research methods, occupational and environmental medicine and organization 
of the health care system in the second year, and shows their application to clinical 
medicine in the third and fourth years of the medical school curriculum. 

MD/PhD students can elect to pursue their PhD degree in epidemiology. 
Another option for medical students interested in preventive medicine is a com- 
bined MD/MS degree. 

The department sponsors an ACGME approved two-year residency program 
leading to board certification in general preventive medicine. The program pre- 
pares physicians for positions in federal health agencies, state health departments, 
hospitals, medical schools, public health institutes and industry, as well as for the 
practice of clinical preventive medicine. 

Many of the graduate courses, tutorials and research experiences are available to 
medical students during their elective periods. Students are welcome at depart- 
mental seminars listed in the Academic Calendar and at the journal club which is 
scheduled each week throughout the academic year. 

Community service activities of the department are carried out in health plan- 
ning, research and evaluation through active collaboration with hospital clinics, 
health departments, governmental agencies and voluntary organizations concerned 
with public health problems. 


Departmental research activities cover a broad range of faculty interests. Clinical 
and community intervention studies are directed toward the causes and prevention 
of major chronic diseases. Environmental and genetic risk factors associated with 
disability are an area of active research. Research on hip replacement outcomes, as 
well as treatment of Lyme disease, exemplifies increased attention to the study of 
medical care effectiveness and outcomes. Behavioral change research, particularly 
smoking cessation and diet modification, focuses on establishing And maintaining 
a healthy lifestyle. The department's program of international health has a research 
project on viral hepatitis in Egypt and investigates the prevention And control of 
infectious and tropical diseases in other parts of the world. Women's health 
throughout the life cycle has become a recent research concentration: muscu- 
loskeletal and reproductive health are of particular interest. 

School of Medicine Departments 


Second Year 

Biostatistical and epidemiological methods, principles of Occupational and Envi- 
ronmental Medicine and Organization of the Health Care System are integrated 
into the blocks of systems-oriented instruction in the second year. The emphasis is 
on providing practitioners with the tools necessary to evaluate the scientific med- 
ical literature critically regarding issues such as disease etiology and diagnostic test- 
ing, as well as preventive and therapeutic interventions. These concepts are 
introduced in lectures and applied in exercises in small-group sessions. The exer- 
cises complement systems-related material introduced by other disciplines and 
relate to research papers which address clinically relevant issues. (Drs. Hebel and 
McCarter and Faculty) 

Clinical Years 

The applications of preventive medicine to clinical practice are presented in the 
junior-year ambulatory and clinical preventive medicine combined rotation. 
Emphasis is placed on the important role of the physician in health promotion and 
disease prevention. Sessions focus on risk factors for the leading causes of death and 
disability in the United States and on important issues in health care policy affect- 
ing physicians and their patients. Students also present patient management cases. 
In the senior year, each student conducts a research project at an assigned clinical 
site during the ambulatory care rotation. (Drs. Fix, Havas and Clinical Faculty) 


Elective opportunities are available for medical students, including tutorials with 
selected faculty members, supervised research experiences and field experience. 
Among current offerings are the following: 

PREV 54 I . Introduction to Public Health Practice (Dr. Rubin) 

PREV 542. Tropical Medicine and International Health (Dr. Strickland) 

PREV 543. Clinical Practice in Occupational Health (Dr. Keogh) 

PREV 544. Occupational Health Hazard Investigation Field Experience 
(Dr. Keogh) 

PREV 545. Health Problems in Developing Countries (Dr. Strickland) 

PREV 546. Occupational Respiratory Health Hazard Investigational Field 
Experience (Dr. Keogh) 

PREV 547. Migrant Health Field Experience (Dr. Keogh) 

82 School of Medicine 

PREV 550. Practical Experience in State-wide Surveillance of Lyme Disease and 
Ehrlichiosis (Dr. Strickland) 

PREV 551. Research in Occupational Health (Dr. Keogh) 

PREV 589/599. Research in Epidemiology and Preventive Medicine (Dr. Rubin) 


Summer fellowships and honors programs in preventive medicine are available to 
a limited number of students. Each student works closely with a faculty member 
and undertakes a research project in some aspect of preventive medicine or epi- 
demiology 7 . Students also participate in departmental seminars, journal club and 
workshops that enhance interaction with faculty members, residents and other stu- 
dents. Elective credit may be given upon completion of project requirements. 


The department's graduate program consists of a PhD in epidemiology and an MS 
in preventive medicine, as well as the MD/PhD and MD/MS combined degrees 
available to medical students. Work toward the PhD in the combined MD/PhD 
degree will normally occupy at least three years between the second and third years 
of medical school. Stipends are available to support one or two MD/PhD students. 
The combined MD/MS may require one year in addition to the usual four-year 
medical school curriculum which also satisfies one year of the requirements for 
Board certification in Preventive Medicine. 

The department has a postgraduate two-year residency program in general pre- 
ventive medicine leading to eligibility for certification by the American Board of 
Preventive Medicine. The residency provides a variety of individually planned 
opportunities for advanced study and practice in epidemiology, biostatistics, com- 
puter science, health care administration, gerontology and occupational health. 
Components of the residency program include required and elective graduate-level 
courses, a variety of seminars, journal club and workshops, supervised research 
experiences and field placements in public health or research settings. Course work 
leads to a Master of Science degree in preventive medicine. 

In cooperation with the departments of medicine, pediatrics, family medicine 
and other clinical departments, combined residency programs may be arranged for 
qualified applicants leading to board-eligibility in both preventive medicine Mid a 
clinical specialty. 

School of Medicine Departments 83 


Professor and Chair 
Herbert L. Muncie Jr., MD 

The department of family medicine educates family physicians to render high-qual- 
ity medical care to individual patients and families of all ages in a continuous and 
comprehensive manner. Family physicians are responsible for patient care at the 
point of entry into the health care system; providers or coordinators of health care 
at the secondary and long-term care phases of illness; and coordinators of tertiary 

The department offers educational experiences in family medicine for students 
at the University Family Medicine office (office site of faculty), on the Family Prac- 
tice Inpatient Service and through an interdisciplinary, longitudinal educational 
program that is guided by a staff of experienced family physicians. Moreover, stu- 
dents may participate in community health sendees, supervised practice experi- 
ences and health care research. 

Within the discipline of family medicine, several areas are emphasized. The 
department has a division of geriatrics that dates back to 1974 and is a national 
leader in geriatrics education. Multiple programs, both departmental and interdis- 
ciplinary, are in place or being formulated. The broad spectrum of the division's 
educational, research and patient care efforts includes the pre-elderly well, the hos- 
pitalized elderly, the frail, homebound elderly and the chronically incapacitated, 
aged patient. The division provides regular house calls for 150 frail, homebound 
elderly, the largest program in the city. The division of geriatrics is a leader in the 
field of quality assurance in long-term care facilities. Expansion of facilities and 
activities to continue eminence in this area is in progress. 

The department has a division of behavioral medicine that further integrates the 
teaching of basic science, clinical medicine and the psychosocial aspects of health 
care. The division assists in the education of substance abuse, training issues related 
to family violence and abuse, and common mental health conditions seen in fam- 
ily medicine, such as anxiety and depression. 

The department recently developed a new division of complementary medicine 
as part of the Lang Complementary Medicine Project. This is a research oriented 
project that examines the effectiveness of acupuncture, homeopathy and other 
complementary medicine techniques in medical care with an additional compo- 
nent of education and clinical care. The division has a full-time faculty acupunc- 
turist and conducts an annual seminar series on complementary medicine. 

The department has developed an active sports medicine division. The family 
physician participates in the care of the Baltimore Ravens, University of Maryland 
Terrapins and the Coppin State athletes. A fellowship in primary care sports med- 
icine is available. 

The department has a major focus on providing health care to underserved 
patients and communities. The program involves community outreach and disease 

84 School of Medicine 


The research efforts of the department of family medicine reflect the broad inter- 
ests of the department's faculty. Current projects, which are clinically oriented and 
relate to current medical problems, range from epidemiologic studies to evaluations 
of specific therapies. The department has a strong interest in health promotion and 
nutrition, especially as they relate to the family and the elderly. The department 
concentrates on investigating ways to improve community health. Collaborative 
efforts with other departments involve investigations into health promotion, infec- 
tions in the elderly, abdominal pain, informed consent and osteoarthritis. During 
their last year of training, all family medicine residents are required to complete a 
research project and to present their results at the Annual Family Medicine Resi- 
dents' Research Day. The department faculty, fellows and residents present their 
research at national meetings, and in journals, books and other publications. 


Minimester Electives. During the summer months, students may elect to 
spend time in the office of a selected family physician in order to observe the var- 
ied professional activities of a physician practicing in the community. During pre- 
ceptorship experiences, students may participate in direct patient care or primary 
health care research. 

Family Care Track Program. The Family Care Track (FCT) is an elective 
undergraduate experience designed to teach medical students the principles of fam- 
ily medicine with a focus on the urban, poor, multi-problem family. It provides a 
continuous clinical experience through all four undergraduate years. Students are 
assigned to follow three families over four years in the departments Family Prac- 
tice Centers. The families are selected to provide exposure to obstetric, pediatric 
and geriatric care, and to family dysfunction. Supervision is provided to the indi- 
vidual student and through the use of small group integration seminars for case dis- 
cussion. The students also are required to complete a community medicine seminar 
series, a social services preceptorship, a needs assessment, a community project and 
a four-week clinical preceptorship in sites, including some located in health- 
professional shortage areas. 

Up to 20 students are selected each year from the freshman I ongitudinal Elec- 
tive in Family Medicine to participate in the Family ( arc Track Program. ( Credits 
for this elective include lour weeks of senior elective <. redii at the completion of the 

Longitudinal Ambulatory. The longitudinal ambulatory clerkship is designed 

to: 1) give students a longitudinal experience in primary care, .2) help the student 
integrate the management ot patient problems through the continuum ol initial 
presentation, outpatient and inpatient clinical medicine, and 3) allow the student 
to have an extended interaction with .i primary care physician fof role modeling 

School of Medicine Departments 85 

purposes. Students spend one afternoon every other week with a primary care 
physician (pediatrician, family practitioner or general internist) during their junior 
year of medical school. 

Third-year Family Medicine Clerkship. The family medicine clerkship 
focuses on the guiding principles of family medicine: continuity and coordination 
of care, comprehensiveness, community, prevention, and family. Students spend 
four weeks in a family medicine practice in either an urban or suburban locale. Each 
Friday during the clerkship students meet at the department of family medicine for 
a series of lectures on the family life cycle and to research, evaluate, and present case 

Senior Elective in Family Practice. In this elective, students work with a 
community family physician preceptor. They have the opportunity, under super- 
vision, to manage problems typical of a busy practice, ranging from obstetrics to 
geriatrics. Here, there is ample opportunity to be involved in coordinating contin- 
uous care of patients over a four-to six-week period. Students begin to understand 
the patient in relation to family, job and environment. Furthermore, the student 
observes the role of the physician in society, the social and civic obligations and 
responsibilities to the patient. Site options range from urban health manpower 
shortage sites to rural private practice. In these varied settings, students are expected 
to conduct a limited clinical investigation, using data collected in the practice, and 
to attend weekly Alcoholics Anonymous or Al-Anon meetings in the community. 

Senior Internship in Family Practice. The department of family medicine 
offers an eight-week internship to senior students. This is an extensive inpatient 
experience utilizing the family medicine inpatient service. Variety is a major attrac- 
tion as the patients' needs range from newborn care and obstetrics to adult general 
medical and geriatric care. The student is exposed to the family practice approach 
to inpatient care with an emphasis on interdisciplinary, comprehensive and con- 
tinuous care and participates in night and weekend call. Students may choose to 
accomplish the rotation at University Hospital or Union Memorial Hospital. The 
rotation at Union Memorial is primarily an internal medicine experience. 

Senior Ambulatory Clerkship in Family Practice. Students may select 
University Family Practice as an option in the required Senior Ambulatory Course. 
This eight-week rotation exposes students to the clinical practice of the department 
of family medicine residency program. In this setting, students are scheduled to see 
patients daily in the University Family Practice Center, work with a variety of pre- 
ceptors from the department of family medicine and participate in didactic ses- 
sions. This ambulatory experience is designed to expose students to the principles 
and practice of family medicine. 

Longitudinal Ambulatory Clerkship. The longitudinal ambulatory clerk- 
ship is designed to: 1) give students a longitudinal experience in primary care, 2) 
help the student integrate the management of patient problems through the con- 

86 School of Medicine 

tinuum of initial presentation, outpatient and inpatient clinical medicine, and 3) 
allow the student to have an extended interaction with a primary care physician for 
role modeling purposes. Students spend one afternoon per every other week with 
a primary care physician (pediatrician, family practitioner, or general internist) 
during their junior year of medical school 


The University of Maryland's approved three-year residency in family practice is 
one of the oldest in the nation. Approximately 39 residents are enrolled in a three- 
year program. The program's goal is to provide comprehensive training in the spe- 
cialty, utilizing the latest information and educational methods. Resident training 
takes place both at University Hospital, where the expertise of faculty in all spe- 
cialties can be utilized, and in several community hospitals where the residents are 
exposed to a wide variety of patient problems. Flexibility is maintained through the 
availability of electives in order to accommodate specific needs of the trainee. 
Although the majority of graduates are actively engaged in family practice in rural, 
suburban and urban areas, a significant number are pursuing academic careers. 


Professor and Chair 

Denise M. Harmening, PhD 

The department of medical and research technology currently offers a medical track 
(medical technology) and a research track (biomedical science/biotechnology). 
These programs combine the advantages of a major research university with the 
benefits of small classes and a high faculty-to-student ratio. As a component of a 
large academic health center, the department of medical and research technology 
affords students unusual opportunities to participate in a stimulating educational 
environment while gaining practical experience in clinical laboratory science and 

Medical technology (clinical laboratory science) provides information crucial to 
the diagnosis and prevention of disease, the management of patient therapy And 
maintenance of health. Medical technologists are involved in performing labora- 
tory procedures ranging from identification of microorganisms, to providing blood 
for emergency transfusion. Biomedical science focuses upon the discovery, devel- 
opment and production of chemicals, diagnostic products and biopharmaceuticals. 
The biotechnologist uses skills in molecular and cellular biology, immunology, 
protein chemistry and microbial fermentation to produce reagents and products 
used in industry, medicine and in basic and applied research. 

Students in both tracks complete .1 two-war curriculum at a 

regionally accredited community college 01 university ol their choice, rhose 

attending two-vear institutions may transfer direcdy to the department ot medic al 

School of Medicine Departments 87 

and research technology at the University of Maryland, Baltimore. Most students 
complete the professional curriculum in two years; however, a three-year, part-time 
option is available for non-traditional students. In addition, a post baccalaureate 
certificate program will be offered in an evening/weekend program planned for the 
fall of 1998 for the medical technology track. To promote the departmental phi- 
losophy of life-long learning, all students participate in a formalized professional 
development program. Students receive a bachelor of science degree in medical and 
research technology. Students completing the medical technology program are eli- 
gible for certification from national agencies such as American Society for Clinical 
Pathologists and the National Certifying Agency. The medical technology con- 
centration of study fulfills requirements set forth by the National Accrediting 
Agency for Clinical Laboratory Sciences, and has received a full seven-year accred- 
itation through the year 2002. The department also offers a master's of science in 
medical & research technology in which students may enroll in either the biomed- 
ical research track or the laboratory management track. The department has suc- 
cessfully developed a minority outreach program which has contributed to one of 
the highest percentages of minority enrollment in a science-based curriculum at a 
majority institution. A Health Careers Opportunity Program (HCOP) is currently 
available to interested minority and disadvantaged students. 


During the final component of the program, students complete clinical practice 
courses in four specialty areas. The department is affiliated with clinical facilities in 
the Baltimore- Washington area. Clinical facilities include university-based and 
community hospitals, and independent laboratories. 


The biomedical science concentration requires students to complete three months 
of training at two externship sites: the first in the research laboratories of the Uni- 
versity of Maryland, Baltimore, the Maryland Biotechnology Institute or other 
University System of Maryland campuses with research programs in biotechnol- 
ogy; the second in either a large or small-scale industrial setting. 

The number and variety of clinical and research sites are assets that set the Uni- 
versity of Maryland School of Medicine's medical technology and biomedical sci- 
ence research programs apart from others, and allow students to experience several 
different work settings. 

88 School of Medicine 

For additional information contact: 

Academic Coordinator 

Department of Medical and Research Technology 

University of Maryland School of Medicine 

Allied Health Building, Room 440-B 

100 Penn Street 

Baltimore, Maryland 21201 



Professor and Interim Chair 
Frank M. Calia, MD 

Professor and Vice-Chair 
Philip A. Mackowiak, MD 

Associate Professor and Director, Residency Training Program 

Associate Chair for Education 
Susan D. Wolfsthal, MD 

The department of medicine, or internal medicine as it is called in some schools, 
teaches the body of medical knowledge that enables one to diagnose and treat the 
illnesses of adults primarily with medicines rather than with operations. 

The practitioner of internal medicine is usually called an internist, but he or she 
may be referred to by the title physician, in the specialized use of the word, which 
can also be applied to any medical doctor. An internist may be a cardiologist, an 
endocrinologist, a gastroenterologist, a rheumatologist or a practitioner in one of 
the dozen or so specialties of internal medicine. But the internist always remains 
the physician (or the diagnostician as internists were called in former times) whose 
special competence is solving difficult diagnostic problems and personally apply- 
ing or obtaining from a colleague the best treatment available. 

The term internal medicine, which derives from the German Innere Medizin, 
was first used during the nineteenth century when many American physicians trav- 
eled to Germany and Austria for training in what were then the leading clinics and 
medical laboratories. According to one medical historian, "Within a decade or so 
after 1880, internal medicine was differentiated from ordinary clinical medicine, 
the simple natural history of disease, by emphasizing that it was based on experi- 
mental work in physiology and physiochemistry." Internists have always required 
special training to acquire their knowledge and skills and have continuously shown 
a particular interest in the scientific basis of clinical work. 

Educating medical practitioners for the state and the nation is the principal 
training responsibility of the (acuity of the department of medicine, hut they also 
seek to develop in some students a desire to make useful discoveries through basic 

School of Medicine Departments 89 

or applied research. Fundamental advances in the causes and treatment of disease 
have often been made by internists, for example, the work on cholesterol metabo- 
lism which in 1985 brought the Nobel Prize in Medicine and Physiology to two 
internists, one a gastroenterologist and the other a geneticist. In keeping with this 
traditional devotion to the value of research, the department of medicine provides 
many opportunities for students to participate in research and strongly encourages 
all who may have an interest to experience laboratory work with investigators. 


First and Second Years 

The department of medicine faculty teach in the first-year Neurosciences and 
Functional Systems blocks, and in the second-year Pathophysiology and Thera- 
peutics, and Immunology, Host Defenses, Infectious Disease, Epidemiology and 
Preventive Medicine blocks. 

Second Year 

PDIA 520. History and Physical Examination. Eliciting an accurate story of the 
patient's complaints (the history) and detecting abnormal findings by physical 
examination constitute the fundamental skills of every physician. To acquire these 
abilities, students attend introductory lectures from members of the faculty; after- 
wards, groups of two students meet weekly with instructors in one of the Univer- 
sity of Maryland's teaching hospitals. The students interview and examine patients 
with a wide variety of illnesses and then discuss the findings with their teacher who 
correlates the observations with pathophysiological abnormalities being studied in 
basic science courses. The course also includes small group sessions with instruc- 
tors from neurology, pediatrics and psychiatry. This will be incorporated into the 
Introduction to Clinical Practice block given longitudinally in the sophomore year 
of the "new curriculum." 

Third Year 

MEDC 530. Clinical Clerkship. This is the fundamental course in internal med- 
icine for medical students. The clerkship lasts 12 weeks with eight weeks of inpa- 
tient internal medicine and 4 weeks of ambulatory internal medicine. For eight 
weeks, the students work with the medical teams caring for inpatients at two of the 
department's three primary teaching hospitals: University Hospital and the Balti- 
more Veterans Affairs and Mercy Medical Centers. Students join the interns, resi- 
dents, and nurses for work rounds at 8:00 a.m. and participate in daily rounds with 
their attending physician from the faculty at 9:00 a.m. Conferences are held daily; 
some are case-based sessions facilitated by members of the faculty and are designed 
to teach problem solving ability. During other sessions, students join the house staff 
and faculty at medical grand rounds, morbidity and mortality, and ambulatory 
conference. During the afternoons and evenings, clerks participate in the team's 
care of patients. Time is spent obtaining histories, performing physical examina- 
tions, obtaining and evaluating other aspects of the patient's database, and devel- 

90 School of Medicine 

oping diagnosis and treatment programs with the house staff and faculty. During 
the four weeks of ambulatory medicine, students are assigned to one of several uni- 
versity-based or community sites. The goal of this rotation is to introduce students 
to the basic concepts of ambulatory medicine. These include problem focused 
assessments, decisions about urgency and principles of access and continuity of 
care. Students may spend time in acute walk-in clinics, general medicine and pri- 
mary care clinics, as well as selected subspecialty clinics. 

Fourth Year 

MEDC 548. Student Internship (Subinternship in Medicine). Each fourth-year 
student takes a subinternship in medicine, pediatrics, surgery or family practice. 
The student internship in internal medicine occupies four weeks, all of which must 
be spent on the general medical services at the University of Maryland, Baltimore 
Veterans Affairs or Mercy Medical Centers. Student interns work as if they were 
graduate physicians but under the close supervision of the resident and attending 
physicians. Subinterns are on-call in the hospital with their resident physicians one 
out of four nights. The amount of responsibility delegated to subinterns depends 
upon the extent of each student's knowledge, dedication and maturity. Successful 
completion of a subinternship in medicine prepares students particularly well for 
graduate internships. 

Laboratory and Clinical Research Electives. The faculty of the department 
of medicine strongly encourages all students to join them on a full-time or part- 
time basis to participate in research projects being conducted in the department. 
This experience may be scheduled at most times of the year. Students with an inter- 
est in investigation should talk with members of the faculty or the chair about the 
many opportunities available in the department of medicine. 


Residency Training. Training in internal medicine continues after graduation 
from medical school in the department's residency program. Approximately 35-40 
graduates from leading medical schools are appointed to first year residency posi- 
tions on a competitive basis. Residents receive their training at University Hospi- 
tal and Baltimore Veterans Affairs and Mercy Medical Centers in addition to 
numerous ambulatory sites. Most first year residents continue their training in 
internal medicine for an additional two years, thus becoming eligible for certifica- 
tion as diplomats of the American Board of Internal Medicine. A four-year Medi- 
cine-Pediatrics track is available to individuals interested in certification in both 
specialties. Also, five-year tracks in Medicine-Emergency Medicine and Medicine- 
Neurology are available. All residents receive intense clinical training in primary 
care and the medical subspecialties in a variety ol ambulatory and inpatient settings 
under close guidance of the department's faculty. While completing the broad core 
curriculum, residents have the opportunity to explore clinical m^\ bask science 
research areas or engage in individualized electives. Residents arc expected to 

School of Medicine Departments 

develop their leadership, teaching and professional skills while gaining expertise in 
the vast expanse of internal medicine. 


Herbert Berger Professor of Medicine and Head 
Robert A. Vogel, MD 


Fourth Year 

CARD 541-01. Clinical Cardiology Elective, University Hospital. Students par- 
ticipate in patient evaluation and examination under the close supervision of fac- 
ulty members. Basic concepts of physical examination are stressed and correlated 
with both non-invasive and invasive techniques. The rotation includes an oppor- 
tunity for adult and pediatric cardiology training in the clinics, coronary care unit 
and graphics laboratory with emphasis on complete patient evaluation, as well as 
the development of individual areas of interest. 

CARD 54 1 -07. Cardiology Elective, Baltimore Veterans Affairs Medical Center. 
Students spend one month participating fully in all activities of the clinical cardi- 
ology service. Experiences include medical and surgical consultations, cardiology 
clinic, daily readings of electrocardiograms and echocardiograms. Special student- 
oriented conferences on clinical and research topics in cardiology are regularly held. 


Selected applicants participate in the activities of the division including responsi- 
bilities for cardiac catheterization, electrocardiographic interpretation, echocar- 
diography and exercise testing. The fellowships begin July 1 of each year and 
financial stipends are provided. Application is made through the head of the divi- 
sion and should be completed by November of the preceding year. 


Professor and Head 
Alan R. Shuldiner, MD 

92 School of Medicine 


Research fellowships during the summer (8-10 weeks) and part-time and full-time 
during the school year are offered for students interested in intensive basic and/or 
clinical research. Students will be matched with a faculty member based on their 
research interests. Ongoing basic research interests of the division's faculty mem- 
bers include molecular genetics of type 2 diabetes and obesity, molecular mecha- 
nisms of insulin resistance and pancreatic beta-cell ontogeny, growth and 
maintenance. These research activities are performed in the Division's campus. 
Clinical research interests include genetic control of energy expenditure, glucose 
metabolism and insulin secretion in humans with type 2 diabetes and obesity, as 
well as clinical trials of agents to manage diabetes, obesity and their complications. 
This research is performed at the Joslin Center for Diabetes at the University of 
Maryland Hospital, as well as in the division's Amish Diabetes Research Clinic in 
Lancaster, Pennsylvania. Students will also receive didactic teaching in the molec- 
ular, cellular and pathophysiological basis of diabetes, and will participate in weekly 
seminars and journal and data presentation sessions. 


Full-time and part-time research opportunities are available for students interested 
in intensive basic and/or clinical research. Students will be matched with a faculty 
member based on their research interests. Ongoing basic research interests of the 
division's faculty members include molecular genetics of type 2 diabetes and obe- 
sity, molecular mechanisms of insulin resistance and pancreatic beta-cell ontogeny, 
growth and maintenance. These research activities are performed in the divisions 
laboratories located at the Maryland Biotechnology Institute on the School of Med- 
icine campus. Clinical research interests include genetic control of energy expen- 
diture, glucose metabolism and insulin secretion in humans with type 2 diabetes 
and obesity, as well as clinical trials of agents to manage diabetes, obesity and their 
complications. This research is performed at the Joslin Center for Diabetes at the 
University of Maryland Hospital, as well as in the division's Amish Diabetes 
Research Clinic in Lancaster, Pennsylvania. Students will also receive didactic 
teaching in the molecular, cellular and pathophysiological basis of diabetes, and will 
participate in weekly seminars and journal and data presentation sessions. 


Full-time or part-time positions arc available for selected candidates who have usu- 
ally completed two or more years of house officer training. The purpose ol tins rota 
rion is for residents to gain an in-depth understanding ot the pathophysiolog) ol 
diabetes and to gain hands-on experience at managing diabetes and diabetic com 

plications. The resident will spend tliree-to-five half-day sessions seeing patients at 

School of Medicine Departments 93 

the Joslin Center for Diabetes at the University of Maryland Hospital where state- 
of-the-art clinical approaches to the diagnosis and management of diabetes and its 
complications are practiced in an outpatient setting. The resident will work closely 
with the dedicated interdisciplinary Joslin staff which includes diabetologists, podi- 
atrists, psychologists, certified diabetes educators, dietitians and exercise physiolo- 
gists. The resident will also participate in the Inpatient Diabetes Consult Service, 
a new consult service consisting of the interdisciplinary team whose goal is to man- 
age patients with diabetes and their complications hospital-wide including the 
Internal Medicine, Vascular Surgery and Transplantation Surgery services. 
Required weekly conferences include small group didactic teaching sessions, sem- 
inars, noon clinical conference and Endocrinology/Diabetes Grand Rounds. 


Professor and Head 
John F. Wilber, MD 


Second Year 

PATH 520. In the second semester an intensive two-week course is given in col- 
laboration with the departments of pathology, pharmacology, pediatrics and ob- 
gyn. The course emphasizes the pathophysiologic basis for clinical disturbances of 
endocrine functions. 

Summer fellowships of eight-to- 1 weeks are also offered. These emphasize clin- 
ical or basic research training, including molecular biology. 

Fourth Year 

ENDO 541. Clinical Endocrinology and Metabolism Elective. Seniors are pro- 
vided a broad clinical experience through a four-week concentrated period of train- 
ing devoted to a study of patients with clinical disorders of endocrine function. 
Students are involved in the day-to-day diagnostic evaluation and management of 
both hospitalized patients and outpatients, and participate in weekly clinics under 
the direct supervision of staff members. The pathophysiologic basis for diagnostic 
and management aspects is presented at daily rounds and at weekly in-depth con- 
ferences, grand rounds and journal club. A separate elective of 1 2 weeks is also avail- 
able to interested students who may desire a longer period of training and/or who 
wish to pursue a clinical or laboratory research project in depth. 


Full-time positions are available to selected candidates who have usually completed 
two or more years of house officer training. All fellows conduct independent clin- 

94 School of Medicine 

ical or basic research programs with graduated autonomy. Broad clinical inpatient 
and outpatient activities are designed for subspecialty board preparation. All fel- 
lows are sent to the Endocrine Society Research Training program during year I. 
Applications and interviews are required. Competitive stipends are offered. The fel- 
lowship program is fully integrated into the new division of diabetes, nutrition and 
obesity. Fellows consult on diabetics in both ambulatory and hospital settings, 
including the renal and pancreas transplantation program. The fellowship is a two- 
year program with an option for a third research year. 


Professor and Head 
Stephen P. James, MD 


Fourth Year 

GAST 544-0 1 . Clinical Elective. This is a broad clinical experience in consulta- 
tions, literature review and conferences on GI and liver problems. Students evalu- 
ate consultations with GI fellows and senior staff; plan diagnosis and management; 
and follow patients through definitive treatment and discharge. The rotation 
includes attendance at four hours of conference, 1 hours of GI clinical rounds and 
four hours of clinic experience weekly. 

Summers Research Electives. GI, liver and nutrition electives are available and 
may carry a stipend. Individually arranged. 


Medical School Assistant Professor and Head 
Louis J. Domenici, M.D. 

The general internist at this institution is an individual who is: 1 ) skilled in all facets 
of health care, both acute and chronic, as well as the ambulatory and inpatient level; 
2) an educator of peers, students and the public; 3) interested in the impact of 
health care delivery and its evaluation; 4) an able administrator capable of man- 
agement decision-making and planning; 5) an active participant in the affairs of the 
community. In addition, the division ot general internal medicine provides educa- 
tion, clinical training and research experience tor medical students and graduate 
trainees to the fellowship level. 

The goal ot the General Internal Medicine Program is to prepare physicians 
through inpatient, ambulatory .\nd elective experiences timing the students' clin 
ical years and continue with an extensive graduate medical education program. 
The division's faculty deliver a wide range ot primary and consultative health tare 

School of Medicine Departments 95 

services for ambulatory and hospitalized patients at university clinical sites, which 
are also used for student and resident medical training. These clinical sites offer 
health care to university campus professionals, seniors, veterans and the inner city 


The broad research interests within division include curriculum development and 
evaluation in ambulatory education, utilization of health care by the elderly, eval- 
uation of physician and patient behavior relevant to preventive practices, occupa- 
tional exposure to asbestos and lead, nutrition among hospitalized patients and 
areas of primary care services to women. 


Selected ambulatory primary care elective experiences are offered as part of the 
senior ambulatory rotation in internal medicine, and there are clinical and research 
electives in medical consultation or on specific projects with faculty. For further 
information, consult the medicine section of the electives catalog. These experi- 
ences are offered on campus and at affiliated medical institutions. 


The graduate medical education program in internal medicine educates and trains 
physicians in the principles and practices of general internal medicine. The intent is 
to prepare clinicians by providing training via a broad internal medicine curriculum. 
Specialized training experiences are encouraged and are presently available in med- 
ical consultation and risk assessment, preventive care, rehabilitation or occupational 
medicine, as well as health services research. Students and residents are supervised 
by a team of clinician educators, practitioners and scientists in the program. The fac- 
ulty include general internists, geriatricians, psychiatrists, epidemiologists, clinical 
pharmacists, primary care nurse clinicians and social workers. 


Professor and Head 

Myron M. Levine, MD, DTPH 

96 School of Medicine 


Postgraduate fellowships in geographic medicine are offered in conjunction with 
the division of infectious diseases. Fellows spend their first year doing clinical rota- 
tions on the infectious diseases consultation services at the University Hospital, the 
Baltimore Veterans Affairs iMedical Center, the Maryland Institute for Emergency 
Medical Services Systems and the University 7 of Maryland Cancer Center. The sec- 
ond year is spent in clinical or laboratory research under the supervision of faculty 
members in the division. 

Research may be conducted in the laboratories of the division in Baltimore or 
in one of the division's field areas in Chile or Africa. The division is closely tied to 
the Center for Vaccine Development. Laboratories are fully equipped for work in 
molecular genetics, immunology, antigen purification, routine and enteric micro- 
biology, parasitology (including animal studies) and antimicrobial sensitivity test- 
ing. Faculty research interests include the pathogenesis and epidemiology of enteric 
organisms such as Vibrio cholerae and other vibrios, E. coli, Salmonella, Shigella, 
Yersinia, rotavirus, Giardia and Cryptosporidium. Much of the research effort is 
directed towards developing vaccines against these enteric pathogens as well as vac- 
cine testing against malaria and other non-enteric diseases. The division maintains 
a close relationship with the department of epidemiology and preventive medicine 
where fellows may take courses in epidemiology and biostatistics during their train- 
ing. Application for fellowships is made to Dr. John W. Warren, fellowship pro- 
gram director. 


Professor and Head 
Andrew P. Goldberg, MD 

The goals of the gerontology division at the University of Maryland School of Med- 
icine are to teach students and house staff the principles of gerontology and geri- 
atric medicine, and to train fellows and junior faculty for academic careers in aging 
research and clinical geriatric medicine. The program emphasizes research in the 
biology of aging, the prevention of cardiovascular disease and the rehabilitation of 
disabled older people in clinical trials which examine the physiological and func- 
tional effects of exercise training and nutritional interventions. This enriched aca- 
demic environment allows trainees to learn skills of clinical geriatrics and basic 
research for careers in gerontology. 

MEDC 545-23. Geriatric Medicine Elective. There is a wide spectrum of 

research, clinical and educational programs tor students, house staff, fellows and 
physicians interested in clinical training and research in gerontology And geriatric 
medicine. I here are opportunities for research training in: 1 ) exercise physiology 
and nutrition in the management of cardiovascular disease risk (actors in high- risk 
older patients; 1) rehabilitation and longitudinal management of the elderly to 

School of Medicine Departments 97 

maintain functional independence and exercise capacity to prevent institutional- 
ization; and 3) basic mechanisms of age-related declines in cardiovascular, meta- 
bolic and musculoskeletal function. Trainees work closely with faculty members in 
a research curriculum that provides mentored training in clinical and basic scien- 
tific investigation and in the conduct of clinical trials. A Geriatric Research Edu- 
cation and Clinical Center and Claude C. Pepper Older Americans Independence 
Center provide resources for training in basic research, clinical medicine and health 
services research focused in prevention and rehabilitation of older patients with risk 
factors of complications of cardiovascular diseases. Academic programs in these 
centers seek to increase the basic knowledge of the aging process and prevent dis- 
ability from cardiovascular disease through clinical trials of aggressive risk factor 
and rehabilitation interventions. Knowledge gained from these studies is imparted 
to health care providers, students and trainees through system-wide educational 

The clinical programs teach the principles and applications of the treatment and 
management of older patients with a wide spectrum of acute and chronic medical 
diseases and preventive geriatric medicine. Instruction is provided in primary, con- 
sultative and long-term care of patients in various clinical facilities of the Univer- 
sity of Maryland Medical System. Trainees learn the physiology of aging and 
principles of geriatric assessment, preventive maintenance and the treatment and 
care of the older patients in ambulatory medical practices, acute in-patient services, 
geriatric rehabilitation units and in a comprehensive home care program for frail, 
homebound patients. There is clinical training in geropsychiatry to learn counsel- 
ing, psychopharmacologic and ethical issues in the management of older patients 
with mental illness. This approach provides wide clinical exposure and training in 
relevant skills for an academic career or clinical practice in geriatric medicine. 


The division has an accredited fellowship training program funded by the National 
Institute on Aging researches the effects of exercise and nutritional interventions 
on the pathophysiology of type II diabetes, hypertension, hyperlipidemia and 
changes in body composition with aging. Post-graduate training emphasizes basic 
and clinical research in the pathophysiology of aging-related diseases and the mech- 
anisms by which exercise and dietary interventions prevent cardiovascular disease 
and disability in at-risk older people. Fellows completing post-graduate training in 
gerontology are eligible for board certification in geriatric medicine. 


Medical School Associate Professor and Head 
Barry R. Meisenberg, MD 

98 School of Medicine 


Fourth Year 

HEMA 541-01. Clinical Elective. Broad clinical experience in both malignant 
and nonmalignant hematologic disorders is available. Students perform hematol- 
ogy consultations with fellows and senior staff and have the opportunity to attend 
multiple clinical and laboratory conferences within the University of Maryland 
Cancer Center. Extensive experience in bone marrow aspiration, biopsy and inter- 
pretation is provided. Rotations are for a minimum of four weeks. 

MEDC 549-01. Medical Oncology Electives. Two different medical oncology 
electives are available: 1) students may choose a subinternship on the inpatient ser- 
vice of the University of Maryland Cancer Center. This provides students and post- 
graduate physicians with in-depth studies of the diagnosis, natural history and 
treatment of human cancers. Students will take an active role in the day-to-day 
management of patients on an inpatient cancer ward and will work closely with the 
attending and hematology/oncology fellow; 2) clerkships in oncology provide close 
interactions with fellows and oncology attendings on the oncology consult service. 
The wide diversity of internal medicine diseases seen during the natural history of 
many cancers makes this an intense course in the treatment of many internal med- 
icine problems common to adult patients. Clerkships on the medical oncology con- 
sultation service provide interaction with other specialties in the management of as 
yet undiagnosed patients as well as the early detection, diagnosis and staging of 
malignancy. Individuals on clerkships are expected to attend a large number of con- 
ferences available on a weekly basis that provide didactic information about natural 
history, new treatments and evolutionary changes in the laboratory understanding 
of neoplasia. 

Research Electives. Summer research electives in various aspects of hemato- 
logic malignancies are available. Opportunities are available to work in the cell 
component therapy section of the University of Maryland Cancer Center (a spe- 
cialized transfusion service), an active cytogenetics laboratory, an immunology lab- 
oratory studying antigenic characteristics of malignant cells, as well as the acquired 
immune deficiency syndrome (AIDS), electron microscopy laboratory and labora- 
tories engaged in the study of leukemic cell differentiation and cellular pharmacol- 
ogy. Stipends may be available. 


Medical School Associate Professor and 1 lead 
Elijah Saunders, MI) 

School of Medicine Departments 99 


First and Second Years 

Selective lectures are given on hypertension as a part of the physiology, pharma- 
cology, pathology and preventive medicine courses. 

Fourth Year 

Electives are available for fourth-year students who will be exposed to and partici- 
pate in the entire program of the hypertension division. This includes experience 
and supervision in the diagnosis and treatment of hypertensive patients on both an 
inpatient and outpatient basis. Daily rounds by senior members of the hyperten- 
sion division will include students electing this rotation. Students will attend the 
Hypertension Faculty Practice Office and participate in the care of private patients 
in a very busy office devoted to the care of difficult hypertension problems. Stu- 
dents will participate in ongoing clinical research programs when appropriate. Stu- 
dents may also elect to attend the weekly cardiology clinical rounds sponsored by 
the cardiology division and the Hypertension and Vascular Biology Center research 
rounds when scheduled. 

Summer Fellowships 

Summer fellowships in hypertension are available to junior and second-year stu- 
dents (who have taken physical diagnosis). Participation in clinical drug trials will 
be offered. 


Electives for a minimum of one month are available for house officers-in-training 
at the University Hospital and relevant conferences in the Baltimore community 
can be attended. Electives are encouraged for residents interested in cardiology, 
nephrology or endocrinology as well as a career in internal medicine with empha- 
sis on hypertension. Trainees will have an opportunity to work with hypertension 
specialists from the Johns Hopkins University School of Medicine and School of 
Hygiene and Public Health, the state Department of Health and Mental Hygiene, 
the Hypertension Commission of Maryland, the American Heart Association and 
the newly formed Baltimore Alliance for prevention and treatment of hypertension 
and diabetes and other programs in the community which have an interest in 

Although the hypertension division does not currently have a fellowship pro- 
gram, training opportunities for fellows from other divisions can be arranged. 


Professor and Head 
John W. Warren, MD 

100 School of Medicine 


Fourth Year 

INFE 541-01. Infectious Diseases Elective. The discipline of infectious diseases 
is uncommon in internal medicine in that it is not restricted to one organ system. 
Indeed the types of patients seen by the Infectious Diseases Consultative Service 
are patients in virtually all departments of the hospital. These patients are often 
among the most acutely ill and often pose the most difficult diagnostic enigmas 
within the hospital. These presentations are more than an academic challenge; 
many infectious diseases can be cured and the patient restored to previous health. 

A practical working knowledge of clinical infectious diseases has become 
absolutely critical for the following reasons: (1) there has been a huge increase in 
the numbers of immunosuppressed people, not only from HIV infection but also 
from the substantial increase in bone marrow and solid organ transplant recipients, 
the more aggressive use of cytotoxic chemotherapy and more invasive and life- 
sustaining ICU modalities; (2) the explosion of new antiviral, antifungal and 
antibacterial agents requiring familiarity with their spectrum of action and toxici- 
ties; (3) the proliferation of multiple-antibiotic resistant pathogens which presents 
virtually untreatable infections; and (4) the focus upon infection control, cost con- 
tainment and quality of practice which have arisen with the increased attention to 
the economics of health care. 

The diagnosis of infections and proper management of patients with these dis- 
eases are taught by exposing students to a broad spectrum of clinical problems. The 
appropriate use of microbiology, virology and serology laboratories is stressed. The 
student sees consultations under the supervision of a full-time attending at the Uni- 
versity Hospital and Veterans Affairs Medical Center. Specialized programs are 
available in AIDS, at Shock Trauma and at the University of Maryland Cancer 
Center. Two clinical infectious disease conferences for faculty, house staff and stu- 
dents are held weekly. 


The postgraduate fellowship is a combined program offered by the divisions of 
infectious diseases and geographic medicine. The first year is clinically oriented and 
is spent consulting on patients with problems related to infectious diseases. A very 
diverse experience is obtained through rotations at the University Hospital and 
Veterans Affairs Medical Center, the University of Maryland Cancer Center, the 
solid organ transplant service, the inpatient HIV unit and the NIH. Fellows sec 
consults and supervise residents and medical students, and spend much of their 
time teaching and providing patient care. This is all performed under the guidance 
of full-time faculty, many of whom are experts in subspecialties within infectious 
diseases, such as infections in transplant recipients, neutropenic host infections, 
surgical infections and infections in 1 HV-infected people. The second and subse 
quent years of the program are oriented toward research. Research interests in the 
division include molecular pathogenesis of bacterial infections, physiology of acute 

School of Medicine Departments 101 

inflammation, CMV, HIV, papilloma virus infections, infections in cancer 
patients or severely traumatized patients, and infection control and nosocomial 
infections. Research interests within geographic medicine include microbial genet- 
ics, pathogenesis of diarrheal diseases, pathogenesis of malarial infections, and vac- 
cine development. Application is made through the fellowship program director. 


Medical School Professor and Head 
Matthew R. Weir, MD 


Second Year 

MEDC 525. Human Renal Physiology. This one-month minimester course 
allows full-time concentration on renal and body fluid physiology with the students 
using themselves as laboratory subjects. Studies of renal function under different 
circumstances, mechanisms of water conservation, sodium balance and acid-base 
balance will be studied. Laboratory sessions are held daily. Appropriate case pre- 
sentations will illustrate disturbances of physiology. This class is limited to 16 stu- 
dents and offers an opportunity for prolonged and close contact with division of 
nephrology faculty as well as experience in laboratory measurements and observa- 
tions of renal function through personal in vivo testing. 

Fourth Year 

NEPH 541-01. Clinical Nephrology Elective. Students who have completed 
their required junior electives in medicine, surgery, pediatrics and obstetrics may 
elect a clinical rotation in nephrology. One-month to three-month electives will be 
accepted. The student is expected to become thoroughly familiar with the approach 
to patients with kidney diseases and acquainted with clinical procedures. Each stu- 
dent will present at one nephrology conference. The typical rotation involves the 
student in consultations with fellows and attending nephrologists, rounds on inpa- 
tients, renal clinic activities and exposure to the dialysis and organ transplantation 
programs. Students with special interests in particular aspects of kidney function 
or kidney disease may be permitted to pursue those interests after consulting with 
the division head. 

NEPH 541-03. Nephrology Student Fellowship Elective, Maryland General 
Hospital. Students are exposed to the practice of clinical nephrology and to the 
management of acute and chronic renal failure and organ transplantation. 

102 School of Medicine 


Qualified physicians may apply for full-time fellowships in nephrology. Although 
a one-year clinical fellowship may be specially arranged, the standard fellowship is 
for two years of training with the first year structured to produce broad experience 
in clinical nephrology, its procedures and its literature and basic experience in the 
research lab. The second year is largely elective, permitting fellows to pursue their 
chosen direction with planning and supervision. Additional years of experience for 
those undertaking special projects are available. Fellows completing this program 
are qualified and prepared to be certified in nephrology. 


Professor and Head 
Lewis J. Rubin, MD 


First Year 

Members of the division take part in teaching the physiology course with empha- 
sis on the clinical application to basic respiratory physiology. This includes an 
introduction to clinical medicine and the sessions in the course on correlative med- 

Second Year 

In the systemic pathology course, two weeks are devoted to the respiratory system. 
The teaching of clinical medicine is integrated with epidemiology, pharmacology 
and microbiology and is closely correlated with the teaching of physiology and 
pathology. This is not a course in respiratory diseases, but the most common and 
important groups of diseases are included. 

Fourth Year 

PULM 54 I -0 1 . Pulmonary Diseases Elective. Fourth-year students participate in 
all of the activities of the division under the supervision of fellows and (acuity. They 
see patients in the wards, in consultations and in the outpatient clinic. The students 
learn to interpret tests of pulmonary function and attend all of the conferences in 
which fellows and (acuity participate. Emphasis is on the correlation of clinical fea- 
tures with pathophysiologic and roentgenographs: features. 

PULM 541-05. Medical Intensive Care Elective, University of Maryland Hospi 

tal. The goal of this course is to provide students with clinical experience in man 
aging patients seen in a medical intensive care unit. Students will function at the 
intern level as primary physicians and will work with the resident in charge, as well 
as the attending physician. Students will receives sound background in circulator) 

School of Medicine Departments 1 03 

and respiratory physiology. They will be exposed to various invasive techniques, 
including arterial line insertions, Swan-Ganz catheterizations and chest tube place- 
ments. In addition there will be exposure to the use of mechanical ventilation in 
the critically-ill patient. 


Stipends are available for the support of nine fellows at the current University of 
Maryland Medical System postgraduate scale. Three years of training in internal 
medicine are required. The goal of the program is to train physicians who are com- 
petent in the subspecialties of pulmonary and critical care medicine, and in basic 
or clinical investigation. 


Professor and Head 

Marc C. Hochberg, MD, MPH 


First Year 

Members of the Rheumatology Division participate in teaching 1) the immunol- 
ogy section of the microbiology course, 2) the immunopathology section of the 
pathology course, 3) clinical correlation in the biochemistry course and 4) the epi- 
demiology and biostatistics course. 

Second Year 

The division teaches the examination of the musculoskeletal system during Physi- 
cal Diagnosis. Students are provided with a copy of the Primer on the Rheumatic 

Third Year 

During their rotation on medicine at UMMS or the VA Medical Center, junior 
medical students interact with rheumatology faculty and fellows on the rheuma- 
tology consult service and receive lectures on diagnosis and management of arthritic 
and connective tissue diseases. Weekly rheumatology grand rounds are open to stu- 

Fourth-Year Students and House Officers 

The rheumatology division offers a clinical elective for senior medical students and 
medical house officers designed to present the spectrum of rheumatic disease and 
approaches to diagnosis and management. Integration of clinical features with the 
mechanisms of disease processes is accomplished through informal tutorial sessions 

104 School of Medicine 

as well as didactic lectures. The rationale for the various management programs 
including drug therapies, physical medicine and orthopedic surgery is emphasized. 
Experience is gained in performance of diagnostic procedures (e.g., arthrocentesis) 
and in interpretation of relevant laboratory data. Patients are seen in the out-patient 
clinics at University Health Center and VA Medical Center, as well as in the Fac- 
ulty Practice Office and on the in-patient consult service. 


The division of rheumatology and clinical immunology offers a two-year clinical 
fellowship and a three-year research fellowship that emphasize training in both the 
clinical and research aspects of rheumatology. The purpose of the three-year 
research fellowship is to produce physician-scientists who are well trained clinically 
and scientifically and who are dedicated to an academic, research-oriented career. 
Three years of prior training in internal medicine are required. 


Professor and Chair 
Jan Cerny, MD, PhD 

Training in microbiology and immunology within the medical school curriculum 
occurs primarily during the sophomore year when all students are required to take 
medical microbiology and immunology. Emphasis is placed on medical aspects of 
microbiology and immunology. In addition, selected Graduate School courses are 
available to medical students in all years. Individual faculty members are available 
to provide instruction and guidance throughout the medical curriculum. 

The department also offers the PhD degree and encourages students to enroll in 
the MD/PhD program. 


The research programs within the department of microbiology and immunology 
are oriented toward the molecular biology of infectious agents, foreign invader-host 
cell interactions and the molecular and cellular analysis of the immune response. 
Specific projects in immunology and cell biology include molecular analysis of anti- 
body and T-cell receptor genes; lymphocyte activation, differentiation and 
ontogeny; autoimmune diseases and immunology of aging; and cellular and viral 
oncogenes. Projects on microbial disease mechanisms include Studies Oil regulation 
of gene expression in procaryotic and eukaryotic systems, molecular genetics of 
pathogenic bacteria; pathogenesis of vector-borne infectious agents; and new 
strategies for development of vaccines. Studies on latent virus infections, including 
immunodeficiency viruses (HIV) and herpes viruses, are earned out joind) with 

School of Medicine Departments 1 05 

the Institute of Human Virology. Medical students are encouraged to participate 
in elective research programs of their interests. 


Second Year 

Microbiology and immunology faculty have major teaching responsibility in the 
second-year Immunology, Host Defenses, Infectious Diseases and Epidemiology 
and Preventive Medicine block (Block VII). This is the first block of the second 
year and is 1 2 weeks in duration. When appropriate, faculty also teach in the Patho- 
physiology and Therapeutics block (Block VIII). 

A number of Graduate School courses are available to qualified students. Inter- 
ested students should contact the department for details. 


Professor and Chair 
Kenneth P. Johnson, MD 

Neurology is the study of the normal and diseased nervous system that includes 
central, peripheral and neuromuscular systems. Faculty members participate in 
courses in all four years of undergraduate medical education. Though few medical 
students will choose careers specializing in medical or surgical neurology or in the 
basic neurosciences, all medical graduates must have substantial understanding of 
the basic structure and function of the nervous system to perform a satisfactory neu- 
rological examination, recognize and treat the many common neurological disor- 
ders and know when to refer the patient to a neurological specialist. Of special 
importance is the ability to distinguish between functional and organic neurologi- 
cal symptoms or signs. 

The discipline of neurology has maintained close ties with basic science and, by 
its complex but logical nature, has typified the most scholarly aspects of medicine. 
Recent methodological and scientific advances have created a new and therapeuti- 
cally oriented specialty that is represented in the philosophy and goals of this 


Research activities at both the basic neuroscience and the clinical levels play a cen- 
tral role in the activity of the department. A broad program in neuroimmunology 
and biology includes a Demyelinating Diseases Clinical Center. In the last eight 
years the department has been one of the most active centers in the United States 
and Europe in the conduct of trials of new forms of therapy for multiple sclerosis. 
Basic and clinical studies in the demyelinating diseases are closely integrated. 

106 School of Medicine 

Department members are also active in the study of cerebrovascular disease and 
its consequences. The Brain Attack Center engages in a wide variety of acute and 
post-acute clinical trials for ischemic and hemorrhagic stroke. Research includes 
observational intervention and outcome studies, and numerous clinical trials of 
investigational drugs for acute stroke. The center is also designing and initiating an 
innovative pilot study on the use of mobile telemedicine for accelerated pre-hospi- 
tal evaluation and decreased time to treatment of acute stroke patients. 

Special emphasis has been placed on the epidemiology of stroke and the appli- 
cation of computer sciences to the diagnosis and treatment of stroke. There is a 
strong related departmental program to study language disorders. 

A very active program in diseases of peripheral nerve and muscle has been under- 
taken as well with special emphasis on the pathogenesis of Guillain-Barre syn- 
drome and the treatment of myasthenia gravis. A highly developed program is 
focused on epilepsy with special interest in cases that fail medical therapy and must 
be considered for neurosurgical removal of the seizure focus. Active research at the 
molecular level is underway into neurologic degenerative diseases, especially 
Alzheimer's disease and Parkinson's disease. 

An expanded program in neurorehabilitation has been developed. Rehabilita- 
tion sites for neurologically damaged patients are located at the William Donald 
Schaefer Rehabilitation Center at Kernan Hospital and at Deaton Hospital, both 
affiliated with the University of Maryland Medical System. Departmental faculty 
provide most of the medical care to these patients. Specialized research programs 
are being developed in the rehabilitation of stroke, head injury, spinal cord injury 
and multiple sclerosis patients. 


First and Second Years 

The department of neurology faculty teaches in the first-year Neurosciences and 
Functional Systems blocks, and in the second-year Pathophysiology and Therapeu- 
tics block. Selected faculty members also teach in other areas such as the Cell and 
Molecular Biology block in the first year and in blocks where epidemiology and 
immunology are taught, based upon their particular research interests and expertise. 

Third Year 

NEUR 530. Neurological Sciences III. All members of the third-vear/fourth-vear 
class have a four-week clerkship on the neurology-neurosurgery service at the Uni- 
versity Hospital or the adjacent Baltimore Veterans Affairs Medical Center. A 
didactic series of lecture-demonstrations is given by the neurology <m^\ neuro- 
surgery staff, and students attend the combined conferences in both disciplines. In 
addition, students attend rounds and may assist in the performance of some pro 
cedures. Under house staff and attending staff supervision, students are responsi 
ble for the care of patients with neurological disorders in both critical care unit and 
ward settings as well as in out-patient clinics. (Dr. Good) 

School of Medicine Departments 1 07 


NEUR 541. Clinical Electives. After completion of the third year, students are 
offered a variety of clinical experiences on the neurological service at University 
Hospital, Mercy Medical Center, Montebello Rehabilitation Center, St. Agnes 
Hospital, Baltimore Veterans Affairs Medical Center and the James Lawrence Ker- 
nan Hospital. The neurologic examination of the patient is emphasized, as well as 
the study and application of a wide variety of specialized neurologic diagnostic tech- 
niques. Each student will become proficient in taking a neurologic history, per- 
forming a neurologic exam, formulating a reasonable diagnostic impression or 
differential diagnosis, a plan of investigation and management for several of the 
more common neurologic problems. (Neurology Faculty) 

NEUR 548. Neurological Research Electives. In all four undergraduate years, a 
limited number of students will have the opportunity to work with individual 
members of the department in the following areas: 1) cerebrovascular physiology; 
2) neuromuscular research; 3) neurophysiology; 4) neurochemistry; 5) neurovirol- 
ogy and immunology; 6) computers and neurology; 7) epilepsy; 8) degenerative 
disorders and 9) molecular-biology and the nervous system. (Drs. Koski, Panitch 
and Kittner) 

Student Fellowships 

Students who have completed their first, second or third years and have an interest 
in neurologic sciences may apply for additional training in clinical neurology or in 
one of the research laboratories of the department. Qualified students may receive 
remuneration as fellows for the 10-week fellowships taken during vacation periods. 


There is a fully approved three-year residency training program in the specialty of 
neurology at the University of Maryland Medical System. This provides for clini- 
cal training as well as rotation through the associated basic science disciplines. In 
addition, fellowships are available for subspecialty neurology training, such as EEG 
and epilepsy, EMG and peripheral nerve disorders, stroke, neuroimmunology and 
neurorehabilitation. For further information contact the department chair. 


Professor and Head 
Kenneth P. Johnson, MD 

The School of Medicine has developed a research and training center in the area of 
neurologic rehabilitation with the full knowledge that current life-saving expertise 
in the fields of stroke and trauma (head and spinal cord injury), combined with 
major technological advances in medical and surgical neurology, has saved and will 

108 School of Medicine 

continue to provide life to the most severely disabled patients. There is no indica- 
tion that the incidence of neurological disability will decrease; more likely it will 
increase. Specialized research programs are under way in the areas of head injury 
recovery, controlled reassessment of rehabilitation techniques and improved com- 
munication in aphasic patients using computer- assisted language. 

The division of rehabilitation medicine is committed to the education of med- 
ical students, resident physicians, physical therapists and other allied health pro- 
fessionals. Expectations for the next decade indicate that the rehabilitation field in 
this country will require specialized training programs in addition to physiatry res- 
idency programs to supply qualified professionals in neurological rehabilitation. 
Accordingly, neurological rehabilitation probably will depend on other neurolo- 
gists, internists, pediatricians, and neurological and orthopedic surgeons to fulfill 
the need. These physicians will need not only appropriate training in rehabilitation 
management, but exposure to the frontiers of fundamental research in neuro- 
science, particularly in the areas of neuroplasticity and recovery of function. To this 
end, a two-year fellowship program in neurologic rehabilitation has been estab- 


Professor and Chair 
Howard M. Eisenberg, MD 

The department of neurosurgery manages patients with a large variety of neuro- 
surgical conditions. The department places special emphasis on cerebrovascular 
surgery, neuro-oncology, spinal surgery, epilepsy surgery, Gamma Knife radio- 
surgery and pediatric neurological surgery. Active neurotrauma service at the Shock 
Trauma Center offers opportunities to not only participate in clinics and the oper- 
ating room, but also critical care rounds dedicated to the central nervous system. 


Two laboratories of specialized research programs are actively maintained within 
the department. The Cebrovascular/Ion Channel Physiology Laboratory studies 
cellular mechanisms regulating cerebral blood flow focusing on ion channel func- 
tion in cerebral smooth muscle using the patch clamp technique. The Neuro- 
oncology/Molccular Biology Laboratory is devoted to the study of programmed 
cell death in malignant brain tumors. These basic science research activities are 
complemented by on-going clinical trials of pharmacological agents for treatment 
of cranial and spinal trauma, cerebral vasospasms And brain tumors. 

School of Medicine Departments I 09 


Third or Fourth Year (Surgical Subspecialty) 

During the third or fourth year, students may choose to spend two weeks on the 
neurosurgical service as part of the surgical subspecialty clerkship. Opportunities 
are provided for observing neurosurgical procedures and participating in all service 

Fourth Year (Sub-Internship) 

A fourth-year elective is available in general neurosurgery. The student works on 
the neurosurgery service for three weeks and one week on the neurotrauma service. 
Student responsibilities are significantly enhanced in the operating room and in 
providing patient care. Special preceptorships in pediatric neurosurgery, neuro- 
oncology and neurotraumatology are also offered. 


A training program in neurological surgery is available to graduates of accredited 
medical schools who have completed one year of general surgical residency. The 
five-year program based at the University of Maryland Medical System provides 
residents with the opportunity to develop their general neurosurgical skills while 
gaining valuable experience in research and subspecialty areas. 



Professor and Chair 
Carl P. Weiner, MD 

The department provides a learning experience that encourages each student, 
regardless of ultimate career choice, to develop professional attitudes, diagnostic 
skills and knowledge relevant to the human female and to her sexual and repro- 
ductive systems. This experience enables each student to assume more effective 
responsibility for the general delivery of health care to the adolescent, adult and 
aging female and to the newborn. 

The student is taught to recognize those patients who require special gyneco- 
logic consultation. Health-related reproductive and social issues such as family 
planning and sexually transmitted diseases are discussed as well as other aspects of 
population control, sexual difficulties, sterilization and induced abortion. 

The educational material is presented to familiarize students with all sources of 
knowledge relevant to these subject areas. Students may extend their knowledge 
and skills in a direction and depth appropriate to current and ultimate career goals. 
Students are also encouraged to take electives in basic, clinical and social research. 

School of Medicine 

The service roles focus on the general areas of obstetrical and gynecologic care. 
Obstetrics deals with a high-risk pregnancy population and provides excellent edu- 
cational opportunities for both student and resident. Specialty clinics in 
endocrinology, complicated pregnancy, cancer, pre- and postoperative evaluation 
and family planning provide specific, specialized areas of instruction in addition to 
serving large numbers of patients. Cancer detection and therapy play a major part 
in the gynecologic program. 

The department utilizes audiovisual aids to enhance the educational experience 
of both medical students and residents. The faculty also contributes to the post- 
graduate educational programs at the University of Maryland Medical System and 
throughout the state. 


The Department of Obstetrics and Gynecology faculty teaches in the first-year Cell 
and Molecular Biology and Functional Systems blocks, and in the second-year 
Pathophysiology/Therapeutics block. 

Third Year 

OBST. 530: Clinical Clerkship. Students are assigned to obstetrics and gynecol- 
ogy for a period of six weeks. As clinical clerks, they participate in the original diag- 
nostic studies, pelvic exam, surgical procedures and postoperative care of 
hospitalized patients. Instruction in prenatal and gynecologic outpatient care is 
accomplished in our community clinics. Seminars and departmental conferences 
with the attending staff and house officers are employed for teaching the art of cor- 
relating observations, diagnosis and therapy. Frequent and close contact with fac- 
ulty is achieved by means of a preceptorial system that assigns a group of three to 
four students to a member of the faculty for the entire clerkship. As an alternative 
to the clerkship at the University of Maryland Medical System, a similar instruc- 
tional program is offered to a limited number of students by the obstetrics and 
gynecology departments at Mercy Medical Center and Greater Baltimore Medical 
Center. (Staff) 

Fourth Year 

OBST. 541: Obstetrics and Gynecology Elective. The student may choose to 
spend a four-week elective in one of five subspecialty areas: high-risk obstetrics, 
endocrinology, oncology, ambulator)' OB/GYN, and human genetics. (Staff) 

Affiliated Hospital Electives: Electives are available at Mercy Medical C lenter. 

Several additional electives are listed with the Office of Student Affairs. 

School of Medicine Departments I I I 


Professor and Chair 

Eve Juliet Higginbotham, MD 


Ophthalmology is integrated into the medical school curriculum throughout the 
four-year period. Introductory lectures in ophthalmology are given in the first year 
as part of physiology. Second-year medical students are introduced to clinical oph- 
thalmologic techniques and common ophthalmologic diseases during the physical 
diagnosis course. During their medical clerkships, third-year students participate 
in both inpatient and outpatient examinations with ophthalmology staff. 

Clinical and research electives are available during the senior year. For the clin- 
ical clerkship, time is divided between the outpatient clinic and the operating room. 
Patients with a wide range of diseases are seen together with faculty who have sub- 
specialty interests. Conferences and grand rounds are included in the program. 
Self-instructional aids are available. 


A variety of clinical trials funded by NIH and industry are on going in the depart- 
ment. Infant vision, retinopathy of prematurity, ischemic optic neuropathy, glau- 
coma, and AIDS trials are currently in progress. 

Basic research efforts of the department currently concentrate on ocular changes 
from diabetes mellitus and ocular toxicity of radiant energy. Other projects include 
biochemical effects of aldose reductase and its specific inhibitors on the lens, 
including oxygen toxicity to the lens, particularly as related to light-induced dam- 
age. Also, projects related to hormonal control of retinal pigment epithelium, as 
well as experimental ocular pathology, form a major part of the research program. 
Elective study opportunities exist for students in this active ophthalmic biochemi- 
cal research program. Postdoctoral fellowships in ophthalmic biochemistry are also 


A three-year residency program providing clinical training is offered at the Uni- 
versity of Maryland Medical System, with rotations to the Baltimore and Wilm- 
ington, Del. VA medical centers. Appointment is by application to the Department 
of Ophthalmology, University of Maryland Medical System. 

In addition, the department also conducts graduate studies in ocular biochem- 
istry in collaboration with the Graduate School. Facilities for postdoctoral studies 
are available. 

I 12 School of Medicine 


Professor and Interim Chair 
Sanford A. Stass, MD 

The primary goal of the Department of Pathology is the better understanding of 
human disease with an emphasis on mechanisms of disease and changes occurring 
at the subcellular level and in molecular terms. The student achieves this goal in 
three phases: 1) by acquiring the basic principles of pathology and applying those 
principles to the diagnosis and study of health care delivery as expressed in diag- 
nostic areas such as surgical pathology, clinical pathology, cytology, forensic 
pathology and autopsy pathology; 2) by establishing a philosophy of critical evalu- 
ation and judgment concerning the problems of health and disease in humans; and 
3) by developing feelings of personal responsibility and ethics for the practice of 

The departments philosophy is that the study of disease includes both structure 
and function and is carried out from the level of the patient to that of the molecule. 

The student is exposed to anatomical and clinical hospital pathology services 
with additional training at Baltimore Veterans Affairs Medical Center and other 
local hospitals. 


The Department of Pathology faculty teach primarily in the second year in the 
Immunology, Host Defenses, Infectious Disease, Epidemiology and Preventive 
Medicine block, and in the Pathophysiology and Therapeutics block. Faculty also 
teach in some first-year blocks. Pathophysiology and the study of the mechanisms 
of disease as well as morphology are stressed. 


Supplementing the core program are elective course offerings for medical students. 
These opportunities span a wide range of departmental activities from system- 
oriented courses such as renal, pulmonary, neurological or cardiovascular pathol- 
ogy to process-oriented instruction such as environmental pathology, carcino- 
genesis and research seminars. The latter are conducted with the aid of a number 
of guest speakers who are leading authorities in their fields. Research and clinical 
preceptorships are encouraged. 

Other courses are of more general interest and include seminars in clinical 
pathology or clinical clerkships in Baltimore area hospitals. Medical students also 
have access to courses in experimental pathology such as histochemistry, tissue cul- 
ture or pathological biochemistry. 

Advanced Accelerated Program in Pathology (AAPP): The AAPP admitted the 
first group of students in tall 1975 in an effort to permit early specialization And 
target-oriented education. The track in pathology begins in the freshman year. It 
makes use of all the resources of the Department of Pathology And includes three 

School of Medicine Departments I I 3 

types of experience: 1) exposure to the practice of pathology, 2) study of one 
selected field of emphasis; 3) exposute to research. Up to five students may be 
admitted during their first year. Students are required to fulfill all the requirements 
of the track; however, they are not committed to seek a career in the field of pathol- 
ogy. Training in the track program should provide the student with the knowledge 
of a one-year residency program. Time spent in training within the track program 
can count toward elective or residency time. (Dr. Mergner) 


Research efforts in the department of pathology focus upon the pathobiologic 
mechanisms of human disease at the cellular, subcellular and molecular levels. Cur- 
rent projects involve a broad spectrum of diseases which include cancer, immuno- 
logic disease, heart disease, shock, infectious disease and aging. 

Cancer research efforts focus upon accurately defining the sequence of events 
within cells following their exposure to confirmed carcinogens, mutagens and envi- 
ronmental toxins. This involves the development of varied strategies for assaying 
human risk from environmental pollutants and the development of animal and fish 
models for human disease with environmental etiologies. 

Research efforts in heart disease are directed toward providing a definitive 
description of the mechanisms that lead to cell death subsequent to the depletion 
or complete loss of oxygen supply. Identification of parameters whose manipula- 
tion might result in impeding or halting cell death and development of improved 
methods of therapy for preventing the damaging effects of shock are integral com- 
ponents of this research. 

Faculty research projects focus on the delineation of the mechanism by which 
microbes invade and destroy human cells; the identification of microbial antigens 
with the capacity to elicit an autoimmune disease in the host; the study of mecha- 
nisms of immunologic injury as related to complement-mediated lysis; immune 
complex diseases and autoimmunity; and the analysis of the events leading to cell 
death as a consequence of the normal process of aging. 


The Department of Pathology offers programs of study leading to the PhD degree 
or the combined MD/PhD degree in medical pathology and the MS degree in 
pathology. Areas of concentration offered in the MS degree program are medical 
pathology (including anatomic pathology and clinical chemistry). The master's and 
doctoral programs train individuals for research and service in pathology and 
related fields. Research programs use modern techniques, including x-ray micro- 
analysis, quantitative microscopy, flow cytometry with cell-sorting capability, spec- 
trofluorometry and calcium imaging. 

The program leading to the PhD in medical pathology includes comprehensive 
training in experimental pathology with emphasis on the pathogenesis of cell injury 

14 School of Medicine 

and carcinogenesis; environmental pathology; and immunology. Students working 
toward combined MD/PhD degrees in medical pathology are enrolled simultane- 
ously in the School of Medicine and the Graduate School in specially tailored pro- 
grams designed to meet their specific goals and research interests as physician- 

For details of admission requirements and course offerings, see the pathology 
section in the Graduate School catalog. 


Professor and Interim Chair 
Ronald Gutberlet, MD 


To assure every child in Maryland the very best medical care available in an envi- 
ronment dedicated to children and their families, with services fully integrated to 
meet individual needs. 

As the outstanding regional and community referral resource for the primary, 
specialty and critical care of infants and children, we commit to provide: 

• Inpatient care for our sickest children and support for their families, including 
complete subspecialty and emergency services 

• Strong community service, emphasizing preventive care, especially among at- 
risk populations 

• Solid clinical and educational experiences for our students and residents — many 
of them Maryland's future pediatricians, nurses and other health care profes- 

• An emphasis on laboratory and clinical investigations to ensure the leadership 
role we've established in children's health care research 


There are 16 subspecialty divisions within the department. The Division of 
Adolescent Medicine provides clinical care tor adolescents from 12 to 21 years of 
age in a variety of clinical settings such as the hospital-based adolescent clinic And 
school-based clinics. 

I he Division of Allergy/Immunology/Rheumatolo<;v provides care fora diverse 
group of patients with special emphasis on immune deficiency diseases, rhe depart 
ment is nationally recognized tor its 1 1IY evaluation and treatment program. 

School of Medicine Departments I I 5 

Behavioral and Developmental Pediatrics is a division that provides evaluation 
and treatment services both at the tertiary center and in community sites through- 
out the state. Care is provided for families with dysfunctional behavior and devel- 
opmental problems, disabilities or handicaps. Consultation is provided to a 
number of local schools. 

The Division of Cardiology provides exercise testing, Holter monitoring, pace- 
maker implants, and two-dimensional echocardiography color flow. A dedicated 
pediatric catheterization laboratory is the site for state-of-the-art therapeutic inter- 
ventions. Comprehensive fetal echocardiographic services make the department a 
leader in the field. 

A multidisciplinary staff of critical care specialists meets the special medical, 
emotional and social needs of the sickest children and their families with great com- 
passion and skill. Many patients come to the pediatric intensive care unit via our 
highly respected Maryland Express Care for kids, the largest nurse-led pediatric 
critical care transport team in the state. 

Endocrinology is an internationally recognized division for both its research 
program and clinical endocrine diagnostic unit. The pediatric diabetes program has 
joined the Joslin Center for Diabetes at University of Maryland, a world renowned 
program in diabetes care. 

The Division of Gastroenterology and Nutrition is a resource for children with 
hard-to-diagnose gastrointestinal problems. This is the country's first center for 
diagnosis and treatment of celiac disease. The division partners with the Center for 
Vaccine Development to do research on infectious diarrhea and vaccine develop- 

As an affiliate of a major national cancer network, the Division of Hematol- 
ogy/Oncology affords patients expert information, hard-to-get experimental drugs, 
and state-of-the-art test and treatment regimens. A team of physicians, nurse clin- 
icians, social workers and child life specialists provides sensitive medical care for 
children and emotional support for families. 

Through the Division of Human Genetics, genetic, pediatric and obstetric 
expertise is integrated to provide clinical and laboratory services for diagnosing and 
managing genetic disorders. We offer comprehensive genetic evaluations, genetic 
testing, and prenatal diagnosis and counseling. 

Unique in the United States is the Division of Infectious Disease and Tropical 
Pediatrics. The mission of this division includes ongoing consultation with the 
Agency for International Development, the World Health Organization and the 
Pan-American Health Organization. Many of the faculty are also members of the 
School of Medicine's Center for Vaccine Development. 

The Division of Neonatology provides advanced tertiary care for the smallest 
and sickest newborns. The state-of-the-art, 40-bed NICU is the largest in the state. 
The division collaborates with its counterpart at Johns Hopkins Hospital in pro- 
viding transport of critically ill neonates from community hospitals to a tertiary 
center for intensive care. 

Within the Division of Nephrology, a multidisciplinary team composed of a 
physician, social worker, dietitian, child life specialist, teacher and psychologist 

16 School of Medicine 

work together as a team. They strive to help patients with chronic renal disease 
maintain a lifestyle as similar as possible to that of healthy children. 

Clinical care in the Division of Neurology focuses on developmental disabili- 
ties, progressive degenerative disorders and epilepsy. The Pediatric Headache 
Clinic is one of only two such clinics in the United States. 

The Division of Pediatric Medicine is comprised of a group of academic gener- 
alists committed to primary patient care, education and clinical research. The fac- 
ulty within this division precept the residents for their longitudinal continuity 
clinic experience. In addition, the Community Practice Program, spearheaded by 
a member of this division, provides a complementary continuity experience in the 
community. A major area of expertise in the division is child abuse and neglect. 
Faculty act as child advocates in the courts as well as advocating on state and 
national levels. 

The PhD faculty within the Division of Pediatric Research have a primary mis- 
sion to conduct bench research. These scientists collaborate extensively with clini- 
cians. The focus of this division is to conduct studies in developmental biology with 
a special emphasis on mental retardation and Sudden Infant Death Syndrome. 

In addition to the work in this division, each of the other specialty divisions does 
research within its own area of expertise. The department ranks among the top 10 
of all public university pediatric departments in federal research grant awards, with 
more than $7.5 million in funding to the department independently and in collab- 
oration with other departments. Grants and contracts total more than $16 million. 

The Sudden Infant Death Syndrome (SIDS) and Pediatric Sleep Disorders 
Institute combines research and therapeutic services for infants at risk for SIDS. For 
older children at risk for obstructive sleep apnea or narcolepsy, overnight sleep stud- 
ies are conducted and interpreted. 

In addition, the department has a program in international health. Faculty at 
University and Mercy Medical Center who have experience and ongoing interest 
in this area have developed liaisons in both Chile and Uganda. Residents interested 
in taking advantage of this opportunity can learn first-hand the interaction and 
impact of social, economic, cultural and biological factors on health and disease. 


Mercy Medical Center provides patient care and educational experiences which 
complement those activities at University Hospital. A NICU, full-term nursery, 
general inpatient unit, pediatric clinic and urgent care center provide a wealth of 
opportunities for residents and students to learn the practice of pediatrics from a 
community vantage point. Mercy is an affiliate and its staff are members of the rac- 
ulty at University. Here students and residents benefit from their interaction with 
the practicing community pediatricians. 

School of Medicine Departments I I 7 


The Division of Graduate Education coordinates the graduate residency training 
programs. In a carefully balanced program of primary care, tertiary care and 
research, residents are prepared for careers in primary care medicine as well as for 
competitive fellowship positions. In addition to the training program in categori- 
cal pediatrics, training programs in Medicine/Pediatrics and Pediatrics/Emergency 
Medicine are also available. The combined programs foster interactions with col- 
leagues who have expertise in other disciplines. 

A structured, didactic curriculum complements the broad clinical training. For- 
mal teaching conferences as well as informal teaching rounds combine to enhance 
the educational process. Residents are certified in neonatal and pediatric advanced 
life support. Programs are fully accredited by the Accreditation Council for Grad- 
uate Medical Education. 

In addition to the three residency training programs, several fellowships are 
available. The divisions of Adolescent Medicine, Behavior and Development, Crit- 
ical Care, Endocrinology, Infectious dDseases and Neonatology offer accredited 
fellowships that provide graduates the opportunity to become board-certified sub- 
specialists. Post doctoral fellowships in genetics are available in clinical cytogenet- 
ics, clinical molecular genetics and clinical biochemical genetics. Postdoctoral 
training experience is also available in the Division of Infectious Disease and trop- 
ical Pediatrics. 


First Year 

Pediatric faculty participate in the Human Behavior block, as well as the Intro- 
duction to Clinical Practice Course. During the latter experience, students begin 
to learn the art of clinical medicine through patient interviews and observation in 
various clinical sites. Pediatric faculty also participate as facilitators for the prob- 
lem-based learning curriculum. 

Second Year 

During physical diagnosis, students work with pediatricians on campus and in 
community sites in acquiring the skills necessary to perform a pediatric history and 
physical examination. The faculty also contribute to the didactic lecture series that 
ties basic science to the practice of medicine through clinical correlates. 

Third Year 

Each student spends a total of six weeks in pediatrics. The goal of this experience is 
to provide students with an exposure to preventive care through child health super- 
vision as well as an exposure to common problems and illnesses. Students learn to 
provide developmentally appropriate care for the whole child in the context of the 
family unit. This is accomplished through clinical experiences in primary care clin- 
ics and practices, specialty clinics, the pediatric emergency department, nursery and 

118 School of Medicine 

inpatient unit. A specially designed didactic curriculum and case discussion series, 
with faculty tutors, enhance and solidify the clinical experience. Longitudinal con- 
tinuity clinic experiences are also offered for students interested in fulfilling this 
requirement in pediatrics. 

Fourth Year 

A number of exciting opportunities are available for senior students wishing to get 
a more in-depth experience in pediatrics. 

One-month acting internships are available on the general ward service as well 
as in the neonatal and pediatric intensive care units. 

Ambulatory experiences both at University and Mercy Medical Center afford 
students the opportunity to see a large volume of children with a variety of clinical 

Elective opportunities are also available in each of the subspecialty divisions out- 
lined above. An elective month in a given subspecialty allows the student to focus 
on both inpatients and outpatients who are followed by the faculty in that division. 

Students assigned to a longitudinal continuity clinic experience in our ambula- 
tory center have the option of continuing this experience during their senior year. 

A number of faculty within the department function as clinical advisors for stu- 
dents who wish to pursue residency training and ultimately a career in pediatrics. 


Professor and Chair 

Edson X. Albuquerque, MD, PhD 

The department's teaching objectives are to provide medical and graduate students 
with those principles underlying the distribution, metabolism, mechanism of 
action and toxicity of therapeutic agents or substances. An overriding goal of the 
medical school teaching program is to convey the fundamental principles of basic 
and clinical pharmacology and therapeutics through an interdisciplinary teaching 
effort which brings together faculty from this department and those from other 
basic science and clinical departments. The faculty of the Department of Pharma- 
cology and Experimental Therapeutics therefore provide substantial leadership <\nd 
participation in the Pathophysiology and Therapeutics course given during the sec- 
ond year of the medical curriculum. When needed, the department also provides 
us teaching expertise to other courses throughout the four years of the medical cur- 


At the graduate level, there are three defined areas of Study (tracks): oncopharma- 
cology, neuropharmacology and pharmacological biotechnology. All three track* 
incorporate: 1) training in modern techniques of pharmacology (molecular biol- 

School of Medicine Departments I I 9 

ogy, receptor biochemistry, cell biology, tissue culture, radioimmunoassay, elec- 
tron microscopy, traditional electrophysiology, patch clamping, etc.); 2) research 
directed toward the study of new drugs and increasing effectiveness of existing 
drugs used in treatment of human diseases; and 3) research to better understand 
actions of drugs and toxins on various organ systems. The department welcomes 
medical students into graduate research through the MD/PhD Program. 

The Graduate School catalog describes the graduate courses and electives which 
are also available to medical students and includes introductory courses for each of 
the three tracks (neuropharmacology, oncopharmacology, pharmacological 
biotechnology). Some of the available courses are: biochemical pharmacology, 
developmental neurobiology, endocrine pharmacology, fundamentals of mem- 
brane transport, fundamentals of pharmacology, introduction to membranes, ion 
channels, molecular neuropharmacology, molecular oncopharmacology, pharma- 
cological biotechnology, and synaptic physiology and pharmacology. 

Faculty also offer elective summer courses tailored to the didactic and research 
needs of individual students. Students should consult the coursemaster or gradu- 
ate program director for further details. 


Associate Professor and Chair 
Mary M. Rodgers, PhD, PT 

The School of Medicine offers an entry-level Master's in Physical Therapy (MPT) 
Program. As an integral part of the health care delivery team, students and faculty 
strive to provide the best possible health care and service to their community and 
state. To meet these standards, the department maintains a well-equipped faculty 
practice clinic and state-of-the-art, active research laboratories for faculty and stu- 

Students complete a minimum of three years of preprofessional course work 
prior to beginning their studies on this campus, and three years of professional 
course work at the University of Maryland, Baltimore leading to the MPT degree. 
In the third year, students have the opportunity to select elective courses which vary 
according to student demand and faculty expertise. 

Clinical education is an essential part of the department's Physical Therapy pro- 
gram. The department is affiliated with more than 275 clinical facilities through- 
out the country. Clinical experiences are provided in general acute, rehabilitation, 
orthopedic/sports medicine, neurology, pediatric, geriatric, extended care, critical 
care, home health and community health settings locally and throughout the 
United States. The clinical education program is divided into three practicum peri- 
ods totaling 26 weeks of full-time experience. During the clinical practicums, the 
student has the opportunity to integrate knowledge gained from courses and to 
expand skills in evaluation, treatment and interpersonal communication. 

The faculty of the Department of Physical Therapy has research interests that 
are dedicated to understanding physical dysfunction and determining most effec- 

120 School of Medicine 

tive treatment paradigms. The varied backgrounds of the faculty ensure an inter- 
disciplinary approach in research, and collaborative projects with other depart- 
ments. Current projects are related to the general areas of development, aging and 
response to exercise or electrical stimulation applied to specific clinical populations 
of wheelchair users, lupus, stroke and Parkinson disease. MPT students are encour- 
aged to participate in research activities as hourly workers and/or as an elective expe- 

The MPT degree is also available to those who have completed an entry-level 
bachelor's degree in physical therapy. The length of study expected is one to two 
years, depending upon full- or part-time enrollment and the therapist's back- 
ground. Another post-professional opportunity is scheduled to start in fall 1998 
when the department will offer an interdisciplinary doctorate in physical rehabili- 
tation science. 

For additional information contact: 

Department of Physical Therapy 

University of Maryland School of Medicine 

Allied Health Building 

100 Penn St. 

Baltimore, MD 21201 



Professor and Chair 
Mordecai P. Blaustein, MD 

The Department of Physiology provides lecture, laboratory and seminar courses in 
the principles of human physiology for medical students. Also offered are advanced 
courses in specialized areas of physiology for graduate students, fellows and inter- 
ested medical students (see Graduate School catalog). 


The faculty of the Department of Physiology is dedicated to elucidating Funda- 
mental new information about the mechanisms that underlie physiological 
processes. Many of the department's research programs focus on four general areas: 
cell and membrane physiology, neurobiologv, endocrinology and cardiovascu- 
lar/renal physiology. The research programs encompass a number of topics with 
direct clinical relevance, including projects related to cardiac arrhythmias, repro- 
duction and contraception, diabetes, cancer, epilepsy and hypertension. Medical 
students are encouraged to participate in research activities during summer An^\ 

School of Medicine Departments I 2 I 

other elective periods. Opportunities for combined MD/PhD training are also 


First and Second Years 

The Department of Physiology is a major participant in the freshman curriculum 
with faculty teaching primarily in Neurosciences (Block V) and Functional Systems 
(Block VI) in the first year. 

Other Opportunities: Various elective courses, advanced seminars and 
research in special areas of physiology are open to interested students during the 
independent study or senior elective period or other free time. A combined 
MD/PhD program requiring additional coursework and original research is offered 
for highly qualified medical students. (See Graduate School catalog for additional 
advanced courses.) 

Fourth Year 

MPHY 542: Seminars in Physiology Elective. Advanced seminars in selected fields 

of physiology (e.g.; cardiovascular, renal, endocrine and neural) are offered, usually 

two each semester. 

MPHY 548: Research Elective in Physiology in Selected Fields. Students may 

elect to carry out independent research programs in faculty laboratories. 


Professor and Chair 
John A. Talbott, MD 

The goal of undergraduate psychiatric education is to assist students in acquiring 
an understanding of and an appreciation for the application of behavioral and psy- 
chiatric principles in patient care and health maintenance through an exposure to 
a progressive sequence of intellectual stimulations, clinical experiences and appro- 
priate professional socialization within the interdisciplinary framework of the new 
curriculum. More specifically, the curriculum aims to assist the student in: 1) 
acquiring a foundation of knowledge regarding the biological, psychological, soci- 
ological and humanistic aspects of the practice of medicine; 2) mastering basic 
interpersonal and psychiatric skills relevant to the management of patients with 
medical and/or emotional illness; and 3) emulating attitudes and values that 
enhance the professional roles and practices of a physician. 

122 School of Medicine 


First Year 

Psychiatry faculty teach in Blocks II, V and VI of the freshman curriculum. 

Human Behavior. The Department of Psychiatry takes the lead in teaching the 
Human Behavior block which integrates information about human behavior from 
the biological, behavioral and social sciences as it applies to health, illness and treat- 
ment across the life span in our multicultural environment. The block introduces 
the important biopsychosocial framework, stressing the interacting influences of 
neurobiological, psychological and sociocultural factors on human behavior, illness 
and physician-patient interactions. The block is made up of lectures, small group 
sessions, demonstration/discussion periods and problem-based learning (PBL) 
groups. Psychiatry faculty contribute heavily to instruction and also serve as small 
group leaders in the Introduction to Clinical Practice Course. 

Second Year 

Psychopathology. This area of study is now taught as part of the Neuroscience 
module of the Pathophysiology and Therapeutics course in the second year and 
through additional interdisciplinary teaching in other relevant systems (e.g., car- 
diovascular, endocrine, etc.) within the new curriculum. The module is designed 
to provide students with the basic concepts of pathophysiological and therapeutic 
interventions relevant to the neurosciences. This contains the core areas of clinical 
psychiatry, including psychopathology and the psychiatric treatment of mental dis- 
orders. The module seeks to foster an integrative approach to teaching by combin- 
ing the knowledge and skills of faculty from the departments of Psychiatry, 
Neurology, Pharmacology, Pathology, Epidemiology & Preventive Medicine, 
Neurosurgery and Anesthesiolgy. The course format is based on lectures, audio- 
visual demonstrations (videotapes, live simulcast clinical interviews) small group 
discussions, problem-solving sessions and assigned readings for self-study. 

Psychiatric Interviewing/Mental Status Examination. This component is part 
of the second-year Introduction to Clinical Practice (ICP) course which is devoted 
to specialty physical diagnosis and examination. The psychiatric course is devoted 
to psychiatric interviewing, history taking and the mental status examination. A 
general introductory lecture is followed by a series of two four-hour small group 
sessions where each student performs a live psychiatric interview, observes fellow 
students performing interviews, and reviews interviewing techniques and psy- 
chopathologic concepts with the small group preceptor. Attempts are made to 
expose the students to patients with psychotic, affective and addictive disorders in 
their small groups of four to five students. 

Third Year 

Junior Psychiatry ( llerkship (tour weeks). The junior year provides the main Jm 
ical psychiatric experience for University of Maryland medical students. The ps) 
chiatrv clerkship is now offered in collaboration with the Department of 
Neurology's clerkship in a required, combined eight-week experience in the junior 

School of Medicine Departments I 23 

year. This combined course still provides the student with a core psychiatric expe- 
rience in addition to providing some integrative experiences with neurology. 

The core four-week psychiatry experience combines acute inpatient, outpatient, 
consultation, addiction and emergency psychiatry assignments in which the stu- 
dent is exposed to an array of psychopathologies in a variety of treatment settings. 
Pharmacologic, psychotherapeutic, biological and psychosocial treatment modali- 
ties are utilized. 

Students work under the preceptorship of a psychiatry attending and resident 
while assigned to the inpatient services. Four hospitals are utilized for these assign- 
ments. They include the University Hospital, the Baltimore VA Medical Center, 
the Walter P. Carter Center and Spring Grove Hospital. Students are assigned 
approximately three patients from the inpatient team and serve as their primary 
medical manager under the direction of the resident and attending psychiatrist. 
This responsibility and involvement with patients provides an ideal setting in 
which the student may apply the biopsychosocial concepts learned in the first-year 
behavioral social sciences course with the concepts of psychopathology and clinical 
skills of psychiatric interviewing, history taking and mental status examination 
acquired in the second-year courses. The student assumes an integral role on the 
multidisciplinary team and ward milieu. 

Students are also given clinical exposure to patients with psychiatric or behav- 
ioral problems in a variety of other treatment settings. These are generally com- 
prised of two four-hour per week assignments with psychiatric faculty in outpatient 
and consultation settings. Current assignments include a university consultation- 
liaison service, an urgent care walk-in clinic, an addiction consultation service, a 
primary care clinic, community mental health clinics, a geriatric psychiatry clinic, 
a child psychiatry clinic and a partial hospitalization program. 

The scope of seminars includes the following: review of psychopathology, child- 
hood behavioral disorders, addiction psychiatry and psychopharmacology, as well 
as a clinical case conference focusing on interviewing, diagnostic and treatment 
skills. In addition, there is a monthly combined case conference with specially 
selected patients with neuropsychiatric illnesses. Faculty from both neurology and 
psychiatry attend this conference. 

Students are assigned night-call with a psychiatric resident and additionally are 
precepted in the psychiatric emergency service as part of their rotation. Other 
opportunities for educational enrichment include a precepted experiential visit to 
a community 12-step program (e.g.; AA, NA) and observating electroconvulsive 
therapy. Evaluation is based upon individual preceptor evaluations (2/3) and a 
national board multiple-choice examination (1/3). 


The Department of Psychiatry offers elective courses in all four years of the med- 
ical school curriculum. Elective courses offered in the senior year are numerous and 
include in-depth psychiatric experiences in: inpatient, community psychiatry, 

24 School of Medicine 

emergency psychiatry, forensic psychiatry, child psychiatry, geriatric psychiatry, 
substance abuse, consultation/liaison psychiatry and research electives. 

Combined Accelerated Program in Psychiatry — CAPP Program. This elective 
track has become nationally visible for its success in engaging students in psychia- 
try through an advanced four-year curriculum that begins in the freshman year. 
The program has continued to admit 12 freshman students each year. From the 
first month of the freshman year, the track provides an unfolding progression of 
combined small group seminars and clinical experiences in the behavioral sciences 
and clinical psychiatry. 


Professor and Chair 

Carl M. Mansfield, MD, ScD, FACR, FACNM 

Radiation Oncology is a speciality devoted to the treatment of benign and malig- 
nant tumors. Fifty-eight percent of all cancer patients will at some point during 
their disease need or be eligible for radiation therapy. Fifty percent of all patients 
being treated in the department are being treated for a cure. Approximately 30 per- 
cent of patients treated for a cure are being treated with radiation therapy as a sole 
method of treatment and as the method of choice to achieve a cure. 

Cancer is a complex disease. The modern and also the best approach to treating 
this disease is multi-modality therapy. Evidence suggests that this approach cancer 
offers a patient the greatest chance of survival. This requires a multi-discipline 
approach to the evaluation and treatment. Emphasis will be placed on the princi- 
ples of radiation oncology, radiation biology, and radiation physics. The student 
will be taught to value the importance of the combined modality approach through 
lectures, actual case presentation, demonstrations and participation in new patient 
and follow-up clinics. The student uniquely will receive experience in the exami- 
nation and diagnosis of physical findings associated with the pathology of malig- 
nant diseases. There will be teaching in the area of tumor pathology, biology, and 
behavior. The student will be made aware of the role of radiation oncology and the 
indications for its use in the management of patients with cancer. 


Departmental research efforts are focused upon many areas of oncology. The use 
of radiation as a systemic treatment agent, brachytherapy, hyperthermia, netiro- 
oncology, stereotaxis, conformal therapy, 3-D treatment planning, CT simulation, 
microcirculation of- tumors, tumor microenvironment, molecular oncobiology and 
fractionation schemes represent several departmental research interests. 

School of Medicine Departments 125 


Third Year 

During a three-week rotation through Radiology, Radiation Oncology and 
Nuclear Medicine, students will spend three days in Radiation Oncology. A series 
of lectures and demonstrations familiarize students with the principles of the spe- 
cialty. Students also participate in conferences, clinics and direct patient manage- 

Fourth Year 

Elective in Radiation Therapy. Students interested in oncology are offered an 
opportunity to participate as members of the radiation oncology team. They 
become familiar with the evaluation, management and follow-up of cancer 
patients. Included are treatment planning, dosimetry, the use of interstitial and 
intracavitary sources of radionuclides, remote afterloader and stereotactic radio- 


An approved four-year residency program in Radiation Oncology is offered at the 
University of Maryland Medical System. Teaching is carried out through didactic 
lectures, clinics and numerous teaching conferences, with emphasis on patient care, 
under the supervision of full-time staff. Elective time is spent in related oncological 
specialties to promote the multidisciplinary concept of managing cancer patients. 
The department enjoys state-of-the-art equipment and operates several sites both on 
and off- campus, which include: the University Physicians Professional Building, a 
new main facility in the Gudelsky Tower of the University of Maryland Medical Sys- 
tem, and Central Maryland Oncology Center in Columbia, MD. 


Professor and Chair 
Bruce E.Jarrell, MD 

The Department of Surgery is organized into 1 1 divisions: General Surgery, Emer- 
gency Medicine, Orthopedic Surgery, Otolaryngology-Head and Neck Surgery, 
Plastic and Reconstructive Surgery, Trauma and Critical Care, Surgical Services for 
Infants and Children, Transplantation Surgery, Thoracic and Cardiovascular 
Surgery, Urology and Vascular Surgery. Many faculty participate in the teaching 
of anatomy, pathology and physiology, and almost all participate in formal courses 
offered during the clinical years. During the junior year, all students must complete 
the 12-week clinical clerkship in surgery. Six weeks are spent in general surgery with 
the remaining time divided among specialty rotations of the students' choosing. 
The general surgical clinical rotations are based at the University of Maryland Med- 

26 School of Medicine 

ical System, Mercy Medical Center and the Baltimore Veterans Affairs Medical 

Electives in surgical research and summer fellowships are available to students 
in all four years. More extensive clinical experience with greater patient responsi- 
bility is offered by all divisions as subinternships and electives during the fourth 

The surgical clerkship exposes the student to disease entities that can or should 
be treated by operative intervention and to the physiologic and metabolic conse- 
quences of such intervention. Students learn to recognize conditions that will 
require surgical consultation. They gain an appreciation of wound care as well as 
familiarity with basic emergency procedures. This course of study enables the 
future family practitioner, internist, pediatrician or psychiatrist to discuss probable 
treatment and prognosis of various surgical diseases with their patients. Further, 
students are given the opportunity to explore various surgical disciplines and to par- 
ticipate fully in the daily activities of the surgical teams. 

Graduates of approved medical schools may be considered for residencies in 
General Surgery, Emergency Medicine, Neurological Surgery, Orthopedic 
Surgery, Otolaryngology-Head and Neck Surgery, Pediatric Surgery, Plastic and 
Reconstructive Surgery, Surgical Critical Care, Thoracic and Cardiovascular 
Surgery and Urology. 


Professor and Head 
Barbara L. Bass, MD 


First Year 

Faculty members of the Department of Surgery participate in the Structure and 
Development, Neurosciences, and Functional Systems blocks of the first year of 
the undergraduate curriculum. 

Third Year 

The teaching of general surgery is conducted on the inpatient services of the Uni- 
versity of Maryland Medical System, Baltimore Veterans Affairs Medical Center 
and Mercy Medical Center. Students are divided into groups for continuous assign- 
ment to individual patient services. Selected patients are assigned to individual stu- 
dents who are expected to record a complete history, the results of a physical 
examination and required laboratory studies. The differential diagnosis, final diag- 
nosis and recommendations for therapy must be developed. Operating room par- 
ticipation, supervised direct patient cue and attendance at outpatient clinics are 
required as part of the emphasis on continuity of patient responsibility. The pro- 
gram is designed to provide the student with a broad overview of the fundamentals 

School of Medicine Departments I 27 

of the discipline in the clinical environment by emphasizing contact with a wide 
variety of adult and pediatric patients. Clinical problems encountered usually 
include surgical infections, neoplasms, trauma, endocrine disorders, vascular dis- 
ease, gastrointestinal problems, metabolic disorders and congenital defects. 

The student is responsible for a core curriculum of surgical knowledge. Empha- 
sis throughout the course is placed on problem solving through correlation of basic 
science information with clinical diagnosis and management. Didactic instruction 
is provided through lectures, small discussion groups, clinical conferences and 
grand rounds. Final evaluation is based upon clinical performance and a compre- 
hensive examination. 

Fourth Year 

The Department of Surgery offers four-week subinternships in general surgery at 
University Hospital and the Veterans Affairs and Mercy Medical Centers for those 
students interested in a career in surgery or seeking to expand their knowledge of 
surgical science. Various clinical electives in general surgery are offered at the Uni- 
versity of Maryland Medical System, Mercy Medical Center and York Hospital. 
Electives include general surgery, trauma surgery, vascular surgery, transplantation 
surgery and surgical intensive care. 

Senior students are expected to be an integral part of the surgical team. Under 
supervision, they assume responsibility for initial patient evaluation in the clinics 
and emergency room, participate in pre- and postoperative care, attend the oper- 
ating room, participate in clinical conferences and take night call. 


A fully accredited residency in general surgery is based at the University of Mary- 
land Medical System, incorporating important clinical experience at Mercy Med- 
ical Center and the Baltimore Veterans Affairs Medical Center. The program offers 
five years of clinical experience with graded responsibility and one year of basic 
investigation. Additionally, a fellowship in surgical endoscopy and laparoscopic 
surgery is available. 


Professor and Head 
Brian J. Browne, MD 


Third Year 

During the third year, students are able to evaluate patients in the emergency room 
setting as part of the various surgical teams to which they are assigned during the 

1 28 School of Medicine 

basic surgical clerkship. They begin to establish priorities for expedient formula- 
tion of differential diagnoses and prompt intervention. 

Fourth Year 

The Division of Emergency Medicine offers a one-month elective during the senior 
year. Under direct supervision, the student functions as an intern, evaluating the 
patient by means of a complete history and physical examination and appropriate 
laboratory studies. Faculty offer monthly anatomic laboratories during which stu- 
dents learn minor procedures and suturing techniques. Didactic sessions include 
lectures and teaching rounds. Each student spends one shift riding an ambulance 
with Baltimore City paramedics. 


The University of Maryland offers an accredited three-year residency program in 
emergency medicine. Residents rotate through Mercy Hospital, the R Adams Cow- 
ley Shock Trauma Center, as well as the University Hospital, which is the princi- 
pal teaching facility for the program. 


Professor and Head 
Andrew R. Burgess, MD 


Third Year 

As part of the basic surgical clerkship, general principles of orthopedic surgery are 
taught and students are introduced to fracture recognition and management, 
orthopedic reconstructive surgery and to common outpatient conditions affecting 
the musculoskeletal system. Students electing a clinical rotation during the clerk- 
ship participate in patient diagnosis and treatment, as well as operative procedures. 
They receive practical instruction in the use and application of various splints and 
casting techniques. Student conferences and didactic sessions arc conducted to sup- 
plement the divisions intensive academic program. 

Fourth Year 

Senior students may participate in one-month elect ives during which they obtain 
internship-level clinical and surgical experience. The elective is offered on each of 
the University Hospital services and at the Shock Trauma Center. Students par- 
ticipate in weekly orthopedic conferences and seminars. Each of the senior electives 
is tinder the direction of a full-time member of the orthopedic faculty. 

School of Medicine Departments I 29 


The Division of Orthopedic Surgery offers an accredited four-year residency pro- 
gram. Clinical and surgical experiences are obtained on the foot, hand, tumor and 
chronic spine services at the University Hospital. Experience with major trauma 
and spinal injury is obtained at the Shock Trauma Center. The pediatric orthope- 
dic service is based at the James Lawrence Kernan Hospital. An intensive academic 
program in basic science and clinical orthopedic surgery has been developed for res- 
ident education. Each resident has a mandatory research assignment. 


Assistant Professor and Acting Head 
Paul F. Castellanos, MD 


Third Year 

The division provides an introduction to the diseases of the head and neck. Expo- 
sure to patients with communication disabilities and impairments in hearing, 
speech or language also occurs. Through lecture and direct tutorial instruction, stu- 
dents obtain clinical experience ultimately relevant to a wide variety of fields, 
including family practice, pediatrics, general surgery, neurosurgery and psychiatry, 
as well as otolaryngology-head and neck surgery. 

Third-year students who elect otolaryngology-head and neck surgery as part of 
the surgical clerkship are introduced to the care of patients with diseases of the ears, 
nose and throat. Introductory speech pathology, auditory physiology and basic 
audiologic techniques are presented to each group. Fundamental elements of oto- 
laryngologic diagnosis and therapy are stressed. 

Fourth Year 

A one-month elective in clinical otolaryngology-head and neck surgery is offered 
at the University Hospital. The student functions as an integral member of the 
patient care team. 


A fully accredited four-year residency program in otolaryngology-head and neck 
surgery is offered at the University Hospital. Residents must complete one year of 
general surgical training prior to entering this program. 

130 School of Medicine 


Professor and Head 
Nelson H. Goldberg, MD 


As part of the basic surgical subspecialty clerkship, students may elect a rotation 
on the plastic surgery service at the University Hospital. Emphasis is placed on 
learning the principles of wound healing, wound care and reconstruction of post- 
traumatic or ablative defects. Students are also introduced to the treatment of con- 
genital abnormalities and cosmetic problems in both the inpatient and ambulatory 
environments. Daily teaching rounds provide students with an opportunity to par- 
ticipate in case presentations. Students accompany patients to the operating room 
and attend all teaching conferences. 

A one-month elective is available to senior students interested in plastic and 
reconstructive surgery. Under supervision, the student functions as a subintern tak- 
ing responsibility for pre- and postoperative care of selected patients. 


The University of Maryland, Baltimore and Johns Hopkins University offer a com- 
bined three-year residency program in plastic and reconstructive surgery. Each 
year, three residents enter this fully accredited residency training program and, 
upon completion, are eligible for examination by the American Board of Plastic and 
Reconstructive Surgery. Training takes place at the University Hospital, the Johns 
Hopkins Hospital, the R Adams Cowley Shock Trauma Center, Bayview Medical 
Center, Union Memorial Hospital, and the Baltimore Veterans Affairs Medical 


Professor and Head 
J. LauranceHill, MI) 


Third Year 

'I he Division of Surgical Services for Infants and C )hildren aims to provide students 

with a perspective on the unique problems encountered by families, physicians and 
nurses when caring for patients with pediatric surgical illness, to teach management 

School of Medicine Departments 131 

of these often complex problems and to introduce the delicate surgical techniques 
developed especially for young patients. 

As part of the basic surgical clerkship, students may elect to spend three weeks 
with the pediatric surgical team. Each is assigned patients to evaluate preopera- 
tively, to accompany to the operating room and to help manage during the post- 
operative period. Emphasis is placed on differential diagnosis, embryology, 
anatomy and developmental pathophysiology. Patients range in age from prema- 
turity to adolescence. Exposure to the nursery, pediatric emergency room and 
intensive care units is an integral part of the experience. Didactic instruction is pro- 
vided in the operating room, during teaching rounds, by case presentations and in 

Fourth Year 

During the senior year, students may choose a one-month elective on the pediatric 
surgery service functioning, under supervision, as a subintern. 


The University of Maryland at Baltimore-Johns Hopkins University integrated 
training program in pediatric surgery offers an accredited two-year residency. The 
program requires board eligibility in general surgery with candidates applying dur- 
ing the fourth or fifth year of general surgery training. This residency participates 
in a match program with 33 centers in the United States and Canada. 


Professor and Head 
Joseph S. McLaughlin, MD 


Third Year 

The basic surgical clerkship includes a rotation on the cardiothoracic service. Stu- 
dents participate, along with the resident staff, in all service activities, patient care 
responsibilities and teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in cardiothoracic surgery is to present, 
in a clinical setting, the basic pathophysiologic principles of thoracic and cardio- 
vascular surgery. The student becomes an integral member of the patient care team 
and, under supervision, participates in the capacity of an intern. Emphasis is placed 
on diagnosis and management of the patient with surgical heart disease. 

132 School of Medicine 


The three-year residency program is accredited by the Residency Review Commit- 
tee of Thoracic Surgery. Applicants must be eligible for the American Board of 
Surgery examination on admission to the program. Residents are given an oppor- 
tunity to assist and then perform all types of cardiothoracic operative procedures, 
with a particular emphasis on adult cardiac and general thoracic surgery. 


Professor and Head 
Stephen T. Bartlett, MD 


Third Year 

The basic surgical clerkship includes a rotation on the cardiothoracic service. Stu- 
dents participate, along with the resident staff, in all service activities, patient care 
responsibilities and teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in transplant surgery is to understand 
and assist in the management of patients with renal, pancreas and hepatic trans- 
plants. This includes the basic understanding of immunosuppression, clinical 
immunology, the technical aspects of each procedure, organ donation and removal 
and complications of transplantation. The students are exposed to a large volume 
of patients and intense clinical service. 


An accredited fellowship program in transplantation surgery is available to candi- 
dates who have completed residency training in general surgery. This one-year pro- 
gram is based at the University of Maryland Medical Center. Fellows may elect to 
spend an additional year devoted to clinical research. 

School of Medicine Departments I 33 


Professor and Head 
Thomas Scalea, MD 


Third Year 

All students follow their assigned patients during critical care unit stays as part of 
each rotation during the basic surgical clerkship. In addition, a three-week rotation 
in the surgical intensive care unit may be selected as part of the clerkship experi- 

Fourth Year 

During the fourth year, a one-month elective is available in the surgical intensive 
care unit. The student receives intensive exposure to all aspects of surgical critical 
care. Didactic conferences and teaching rounds are an important part of the expe- 
rience. This elective is excellent preparation for residency training. 


Fellowship training in surgical critical care is available in a fully accredited one-year 
program. Clinical experience is obtained at the University Hospital and the Shock 
Trauma Center. Candidates must have completed general surgical training to be 
eligible for this program. Research fellowships are available through a Trauma 
Training Grant awarded by the National Institutes of Health. 


Professor and Head 
Stephen C. Jacobs, MD 


The curriculum is designed to introduce urologic principles as they relate to preser- 
vation of health through maximum renal function, normal mine storage and trans- 
port, an acceptable voiding pattern, treatment and prevention of urinary infection, 
identification and management of neoplasms of the urinary tract and male repro- 
ductive system and management of urolithiasis. Instruction is also given on disor- 
ders of the male reproductive tract including infertility and disturbance in sexual 

134 School of Medicine 

During the surgical subspecialties clerkship, students can elect a specialty rota- 
tion on the urologic service at either the University Hospital or the Harbor Hospi- 
tal Center. Each student is assigned patients to evaluate, follow and present to 
members of the faculty. Daily rounds and conferences are held. The students 
observe and participate in diagnostic and operative procedures and attend the out- 
patient clinic. 

Senior students may participate in a one-month elective in urology at the Uni- 
versity of Maryland Medical System. 


The residency program consists of five years of urologic training following two pre- 
requisite years of general surgery. In addition to four years of clinical training, one 
year is devoted to basic investigation in the laboratories of the division. 


Professor and Head 
William R. Flinn, MD 


Third Year 

Vascular surgery is one of the core components of general surgery, and third-year 
medical students rotate on the Vascular Surgery Service for periods of two-to-four 
weeks. Students are specifically instructed on the performance of a thorough vas- 
cular examination, including the detection of carotid artery disease, aneurysm dis- 
ease, and extremity arterial occlusive disease. They are instructed in the application 
of non-invasive vascular testing, including the bedside Doppler examination, as 
well as more sophisticated duplex ultrasound scan diagnosis. During their operat- 
ing room experience, students assist in performing of major vascular reconstructive 
surgical procedures. 

Fourth Year 

Fourth-year medical students may elect a one-month rotation on the Vascular 
Surgery Service. During this time they are given responsibility for initial patient 
evaluation and assist in the planning oi diagnostic evaluation and therapeutic man 
agement. Students are given advanced instruction in the performance And inter- 
pretation of noninvasive vascular testing, as well as evaluation of diagnostic 
arteriograms. Senior students have increasing responsibility in the operating room 
to help develop then technical skills. Students are also encouraged to participate in 
ongoing clinical research. 

School of Medicine Departments I 35 


The Division of Vascular Surgery offers a fully accredited two-year residency posi- 
tion in General Vascular Surgery. The first year of this program includes experi- 
ence in the Vascular Research Laboratory participating in ongoing primary 
research. The first year of the program also includes dedicated experience in the 
Non-invasive Vascular Laboratory, where the trainee will acquire skills in the per- 
formance and interpretation of all forms of non-invasive diagnostic testing. This 
preliminary year also includes experience in performing endovascular therapies. 
The second year of training is the clinical year, which is shared between the Uni- 
versity Hospital and the Baltimore Veterans Administration Medical Center. The 
trainee serves as the supervisory resident on the Vascular Surgery Service, and is 
involved in the diagnostic evaluation, therapeutic decision making, and perfor- 
mance of vascular surgical procedures. 

36 School of Medicine 




Louis J. DeTollaJr., VMD, PhD 

The Program in Comparative Medicine, established in 1989, studies the charac- 
terization of animal models of human disease for biomedical research and the use 
of such models to advance understanding of disease or biological processes. Com- 
parative Medicine contributes to the School of Medicine by providing accredited 
services for laboratory animal care through Veterinary Resources, collaborative 
research, professional development of veterinary physicians and staff, formal train- 
ing of veterinarians in residence, and a resource for information and instruction on 
the use of laboratory animals in research. 

A three-year, full-time specialty training program in laboratory animal medicine 
is offered to prepare residents for board certification in the American College of 
Laboratory Animal Medicine (ACLAM). Applicants must have the DVM degree 
or equivalent from an accredited school of veterinary medicine, three years of full- 
time clinical practice experience, demonstrated interest/experience in laboratory 
animal species and research aptitude/experience. The program trains veterinarians 
in clinical laboratory animal medicine, surgery, pathology, laboratory diagnostics, 
husbandry, administration, legal aspects of animal care and use and biomedical 
research and includes assignment to clinical and laboratory rotations, coursework, 
seminars and contributions to scientific meetings. Research endeavors include vac- 
cine development, transgenic animal production, infectious diseases, gene therapy, 
diagnostics and medical primatology. 

The program also provides veterinary medical services to the Dental School, the 
School of Pharmacy, the University of Maryland Baltimore County and the Balti- 
more Veterans Affairs Medical Center. In addition, there are active working rela- 
tionships with the Baltimore Zoo, the Comparative Medicine Division of Johns 
Hopkins University School of Medicine, Towson State University and the Geron- 
tology Research Center of the National Institute on Aging. The director serves as 
chair of the Animal Policy Committee of the National Aquarium in Baltimore and 
directs an externship program for senior veterinary students of the Virginia/Mary- 
land Regional School of Veterinary Medicine. The director also serves as director 
of University of Maryland Veterinary Resources and is responsible for the mainte- 
nance of campus accreditation by the American Association for the Accreditation 
of Laboratory Animal Care (AAALAC). Faculty have primary academic appoint- 
ments in various clinical and basic science departments and secondary appoint- 
ments in Comparative Medicine. 

Programs 137 



Brian M. Berman, MD 

The mission of the Complementary Medicine Program is to evaluate the scientific 
foundation and efficacy of complementary or alternative medicine and explore its 
integration into mainstream medicine through an evidence-based framework. Des- 
ignated as a program within the School of Medicine in 1997, the unit was started 
in 1991 and was formerly a division within the Department of Family Medicine. 
The program has been continuously involved in four overlapping spheres of activ- 
ity: research, education, database and literature evaluation and clinical care. Over 
the past three years the program has also been home to a National Institutes of 
Health center grant for research in complementary medicine and pain. 

The research activities of the program include: a) basic science investigations of 
the mechanism of action of complementary therapies, b) investigation of the effi- 
cacy, safety and cost effectiveness of complementary therapies, with special inter- 
est in dysfunction or illness from chronic pain and stress, using randomized control 
trials, clinical trials and outcome study designs, c) surveys of the attitudes and clin- 
ical behaviors of various physician groups toward complementary therapies, which 
has significant implications for consumer options. In an effort to collect and eval- 
uate the existing literature in complementary medicine and pain, the program has 
developed a database of all relevant citations in this area (CAMPAIN), and team 
members are involved with systematic reviews and meta-analyses. In addition, the 
program serves as the coordinating center for the complementary medicine field of 
the Cochrane Collaboration, an international effort to systematically review and 
update medical therapies. The faculty of the program is strongly committed to col- 
laboration on scientific research within our own institution and with institutions 
nationally and abroad. 

The program also provides an integrative medical clinic where patients are 
offered a broad range of treatment options that include conventional and comple- 
mentary treatments. Complementary therapies included at the clinic range from 
traditional Chinese medicine and acupuncture, to homeopathy and mind/body 
therapies. The diagnoses seen in the clinic are primarily pain-related and include 
arthritis, fibromyalgia, headaches, chronic back and neck pain, with a smaller num- 
ber complaining of cancer-related pain and neurologic pain. Clinical service con- 
tacts are tacked longitudinally to provide regular feedback to practitioners of 
treatment plan outcomes and to provide preliminary data for more formalized 
research protocols such as clinical trials. 

The purpose of our education program is to increase the medical profession's 
knowledge of complementary medicine and review the safety and efficacy of vari- 
ous complementary therapies. Educational initiatives include a fourth-year med- 
ical school survey course, Introduction to Complementary Medicine, offered as an 
elective. In addition, complementary medicine lectures are offered as part of the 
required third-year family medicine core residents' training, bringing in experts in 
complementary medicine from across the country. A visiting professor series was 

138 School of Medicine 

introduced last year and aims to build links with clinicians and researchers in other 



Deborah A. Meyers, PhD 

The newly established Program in Human Genetics accentuates graduate, medical 
and post-graduate education in genetics with emphasis on molecular and compu- 
tational genetics. Both master's and doctoral programs are available. In addition, 
there is a board certified Master's program in genetic counseling. Positions are 
available for post-doctoral fellows in genetics or for MD fellows from specialized 
fields in medicine or pediatrics who wish to learn genetics as applicable to their 
fields of interest. State-of-the-art technology for sequencing, polymorphism detec- 
tion and gene expression projects are available to members of the program in addi- 
tion to computer facilities for bioinformatics and genetic analysis. There are 
numerous researchers from multiple departments working in genetics and the aim 
of the program is to provide a format for interaction and collaboration. 



Ellen K. Silbergeld, PhD 

Professor of Epidemiology and Preventive Medicine 

Understanding and preventing the impacts of environmental change on human 
health is one of the major challenges facing modern society. Global warming, 
chemical pollution, resource development and increased population pressures 
interact to alter the health of individuals and populations. The PHHE, a new pro- 
gram within the School of Medicine, provides opportunities for research and train- 
ing in environmental health at the population and molecular levels. PHHE has four 
major programmatic goals: providing research and training opportunities in envi- 
ronmental health and related fields through its affiliated departments; serving as a 
resource of expertise and state-of-the-art technology for collaborative projects; 
offering formal training in molecular epidemiology, and advising state, national, 
and international organizations on critical issues in environmental health. 

Because environmental health is inherently rnultidisciplinary, PI II II draws 
together collaborative teams of clinicians, epidemiologists And bask scientists to 
undertake laboratory research and community-based field studies. The program 
invokes over 1 5 faculty members in seven departments within the School of Med 

icine (Anatomy, Pharmacology, Pathology, Epidemiology, Physiology, Medicine, 

Microbiology and Immunology), and has established formal collaborations and 

Programs 139 

training programs with research institutions in Brazil, the Philippines, Mexico and 
Egypt. PHHE personnel also serve as advisors to the state of Maryland, the CDC, 
the U.S. Environmental Protection Agency, the World Health Organization, the 
UN Environment Program, the World Bank and the Pan-American Health Orga- 

Research within PHHE focuses on three major areas: the role of genetic factors 
in human susceptibility to disease and its outcome; the effects of environmental 
exposures on development and on women's health over the lifespan and the effects 
of environmental change on pathogens and human response to infectious disease. 
The program provides broad training in environmental epidemiology, mechanis- 
tic toxicology and molecular methods (genetics, biological markers, exposure 


The PHHE houses state-of-the-art laboratory facilities to support genetic analysis, 
models of human disease, image analysis and cell biology. An extensive library of 
DNA and other cell markers is being created to define gene:environment interac- 
tions. Collaborations with University facilities for transgenic animal research are 
vigorously pursued. PHHE also has tissue culture resources where rodent embryos 
are studied at the earliest stages of development, germ cells are cultured to study the 
effects of reproductive function and lymphocytes are examined for response to 
infectious disease and other stressors. PHHE's approved hazard laboratory safely 
prepares highly toxic chemicals for testing and research. Molecular biomarkers are 
identified in PHHE's molecular biology laboratories where researchers utilize 
knowledge of human genetics and molecular mechanisms of disease processes to 
understand and predict responses to environmental agents. 


PHHE does not grant separate degrees. Through affiliations with academic pro- 
grams in the Graduate School, masters and doctoral students (PhD and MD/PhD) 
students can pursue research under the mentorship of PHHE faculty. PHHE also 
works closely with researchers in molecular ecology and aquatic systems at the 
Columbus Center of the University of Maryland, toxicologists and analytic 
chemists at the Joint Institute for Food Safety and Nutrition of the U.S. Food and 
Drug Administration and ecotoxicologists at the U.S. Army Center for Environ- 
mental Health Research. These institutions provide additional opportunities for 
research and training. PHHE students have been supported by training grants in 
toxicology and through studentships in epidemiology and preventive medicine. 
Support for international training is available for students from Mexico, the Philip- 
pines and Egypt. For admissions requirements, consult listings for the programs 

140 School of Medicine 


Department of Epidemiology & Preventive Medicine 
MS, PhD and Residency Programs 
410 706-8492 

Toxicology Training Program 

Department of Pharmacology & Experimental Therapeutics 

MS, PhD and postdoctoral programs 

410 455-3564 

Other Affiliated Programs at the University of Maryland, Baltimore 

Women's Health Research Group 
410 706-5003 

International Health Program 
410 706-7550 

University of Maryland Biotechnology Institute 
410 706-8181 

The Program of Human Health and the Environment 

University of Maryland School of Medicine 

10 South Pine Street— MSTF 9-34 

Baltimore, Maryland 21201 

410 706-8709— Fax: 410 706-0727 




Michael T. Shipley, PhD 

Associate Director 
Bradley E. Alger, PhD 

The Program in Neuroscience chartered by the state of Maryland to offer the PhD 
in Neuroscience, offers broad-based, multidisciplinary training through study 
tracks in four areas of neuroscience: behavioral/systems, cellular/molecular, devel- 
opmental and cognitive/computational. 

Research in cellular, molecular and integrative neuroscience emphasizes a vari 
ety of in vitro and in vivo techniques, and addresses issues at lewis ranging from 
ion channels and single cells to complex subsystems of the mammalian brain and 
regulation of behavior. Research in cognitive And computational neuroscience is 

Programs I 4 I 

focused on the relationship between human cognition, brain function and theo- 
retical models. 

Basic and clinical faculty investigate and treat neurological disorders such as 
epilepsy, stroke, trauma, Alzheimer's Disease, pain, neuro-degenerative diseases, 
sensory disorders, muscular sclerosis, ALS, developmental brain disorders, neuro- 
oncology, neuro-immunology, schizophrenia and other mental illnesses. 

There are over 80 faculty members in the Program in Neuroscience. These fac- 
ulty members are widely recognized as experts in neuroscience research and the 
treatment of neurological disorders. They function in state-of-the-art research and 
clinical facilities. In addition, they compete successfully for high levels of national 
grant funding. Faculty members have numerous collaborative teaching and super- 
visory interactions, which provides cohesiveness to the program and abundant 
opportunities for students, residents and fellows to obtain experience in interdisci- 
plinary neuroscience studies. 

With over 35,000 square feet of space in laboratories of the participating faculty 
and more than 4,000 square feet of common equipment rooms, the Program in 
Neuroscience facilities include all the basic equipment needed for electrophysio- 
logical, optical, ultrastructural, immunological and molecular neurobiological 

The program consists of faculty from basic and clinical departments in the 
School of Medicine, Dental School, School of Pharmacy and the Maryland Psy- 
chiatric Research Center. In addition, the program is affiliated with the statewide 
Program in Neuroscience and Cognitive Sciences at the University of Maryland's 
Baltimore County and College Park campuses. Michael T. Shipley, PhD is direc- 
tor of the program; is also Chair of the Department of Anatomy and Neurobiology 
at the University of Maryland School of Medicine. 

The objective of the Program in Neuroscience is to train outstanding, indepen- 
dent neuroscientists who, in addition to having research/clinical skills, are well 
versed in the fundamental intellectual background of several major areas of neuro- 
science. The Program in Neuroscience provides coherence and accessibility to 
interdisciplinary interactions beyond traditional departmental and school-based 



Sanford A. Stass, MD 

The University of Maryland Cancer Center was established in 1982. Its history 
dates back to 1 965 when the National Cancer Institute's Division of Cancer Treat- 
ment created the Baltimore Cancer Research Center at the Baltimore U.S. Public 
Health Service Hospital. 

In 1974 the center moved to the University of Maryland, Baltimore and 
remained an intramural NCI program under contractual arrangement between the 
NCI and the University until 1982 when it became the University of Maryland 

42 School of Medicine 

Cancer Center. In 1996, the center was renamed the Marlene and Stewart 
Greenebaum Cancer Center in recognition of a generous gift made to the Univer- 
sity of Maryland Medical Center. The clinical effort of the center was established 
as a separate clinical entity within the University of Maryland Medical System. 
Within the School of Medicine and the other professional schools, the Cancer Cen- 
ter serves as the umbrella for all cancer-related activities on campus. The Cancer 
Center faculty have academic appointments in various clinical and basic science 
departments of the School of Medicine and other schools such as pharmacy, social 
work and the Dental School. 

Activities of the Cancer Center include basic and clinical cancer research, stu- 
dent and house officer teaching and a strong focus on aggressive treatment with 
intense patient care in the 44-bed inpatient and outpatient services of the Cancer 
Center. In addition to full-time attending services on medical oncology and hema- 
tology, Cancer Center faculty members participate in multidisciplinary clinical 
programs centered around specific cancers (e.g. breast, thoracic, genitourinary, 
gynecologic, head and neck, gastroenterologic and hematologic malignancies) with 
specialists from medical, surgical and radiation oncology to provide integrated care 
for the cancer patient. In addition, the Cancer Center has a vigorous Bone Mar- 
row/Stem Cell Transplantation Program which provides cutting-edge therapies in 
hematologic malignancies such as multiple myeloma as well as certain solid tumors, 
including breast and ovarian cancer. 

The Greenebaum Cancer Center is a strong participant in new drug develop- 
ment and performs research on new anticancer drugs. Virtually every important 
drug in use in oncology today has been tested in this program, and the center has 
contracts in both the public and private sectors with a commitment to clinical and 
laboratory research. Pilot studies and Phases I, II and III Trials are performed, 
which range from testing efficacy and potential applicability of a given treatment 
program and establishing dose and toxicity limitations of new drugs, to comparing 
treatment programs for superiority of treatment, toxicity and outcome. These stud- 
ies tend to be definitive treatment programs that have major impact on the prac- 
tice of oncology nationwide. The Cancer Center has also established a strong 
translational research program in immunotherapy and biological therapy of cancer 
and is developing a gene therapy program focused primarily on hematologic malig- 
nancies. Strong research programs in breast and genitourinary cancers and molec- 
ular oncology provide foundations for the translational research programs. The 
faculty has a strong commitment to interinstitutionaJ cooperative scientific trials 
and cancer research. 

Students and residents participate in weekly grand rounds and conferences, and 
students are encouraged to become involved in research projects with Cancer Cen- 
ter faculty members. The Cancer Center sponsors an ongoing cancer research sem- 
inar series that attracts nationally known speakers. 

Programs 143 



Thomas M. Scalea, MD 

The Program in Trauma is organized as a multidisciplinary clinical, educational 
and research component within the School of Medicine. The program's core ser- 
vice includes general surgery, critical care, orthopaedics, plastic surgery, anesthesia, 
infectious disease and hyperbaric medicine. The R Adams Cowley Shock Trauma 
Center is defined in Maryland law as the "core component of the state's emergency 
medical system and shall continue to serve as the state's primary adult trauma clin- 
ical resource center" for Maryland's comprehensive system of emergency services. 
The center is designated by Maryland Institute for Emergency Medical Services 
Systems (MIEMSS) as the Primary Adult Resource Center (PARC) and serves as 
the statewide referral site for patients with multisystem injury, acute complex 
orthopaedic injury, spinal cord and column injuries, brain injury, hyperbaric med- 
icine therapy and patients who are at risk for multiple organ dysfunction. 

Shock Trauma serves as Maryland's principle teaching site for training physi- 
cians and allied professionals in the care of traumatic injury. The trauma/critical 
care training program involving the trauma teams and all other specialty services 
includes students and residents from a variety of prestigious schools and programs 
across the country. Students and residents participate in patient care, core curricu- 
lum lectures, case conferences and weekly grand rounds. Students and residents are 
also given the opportunity to participate in clinical research trials. 


Third Year 

GSUR 530 A one-month trauma team rotation is required as part of the basic sur- 
gical clerkship. Students participate under supervision in the clinical resuscitation, 
diagnosis, and management of trauma and emergency medicine. 

Fourth Year 

GSUR 546 01 Senior students may elect a one-month elective on the trauma 
surgery team. 


In conjunction with the Department of Surgery, an approved surgical critical care fel- 
lowship is offered with three months on the trauma surgical team and rotations 
through all the UMMS intensive care units. Successful completion leads to eligibility 
for a certificate of added qualification in surgical critical care. An approved orthopaedic 
trauma fellowship is also offered at the Shock Trauma Center. Finally, a one-year fel- 
lowship in trauma anesthesia is offered. Over the past two decades, graduates of these 
fellowships have become leaders in trauma across the country and abroad. 

144 School of Medicine 

Organized Research Centers 



Eugene R. Bleecker, MD 

Associate Director 
Deborah A. Meyers, PhD 

The Organized Research Center for the Genetics of Asthma and Complex Diseases 
(the "GACD" or "Center") was established in January 1997, at the University of 
Maryland School of Medicine. Its purpose is to investigate genetic mechanisms 
responsible for the development and progression of common complex diseases in 
man. The GACD is comprised of faculty from several departments representing 
various disciplines within the University of Maryland campus. Disorders currently 
under investigation include respiratory diseases (asthma and COPD), cardiovas- 
cular and cerebrovascular disease, cancer (prostate), osteoporosis and neuropsychi- 
atric disorders. The GACD maintains and seeks to create collaborative efforts with 
other bio-medical institutions, universities, governments, and industries in the 
United States and abroad. 

The main objective of the GACD is to identify genes responsible for suscepti- 
bility and progression of common diseases. Additional goals include delineating the 
role of genetics in a specific disease by determining the mode of inheritance; map- 
ping susceptibility genes by performing complete genome searches or candidate 
gene approaches; locating candidate or other genes in regions of interest by employ- 
ing fine mapping and physical mapping techniques (positional cloning); sequenc- 
ing genes in chromosomal regions of interest to detect polymorphisms or 
mutations; evaluating the importance of these candidate genes in pathogenesis dis- 
ease (genotype B phenotype relationships); and determining expression of gene 
products in human and animal models including transgenic animal preparations. 
Results of these approaches will be used to develop new therapies based on gene dis- 
covery, to better understand the pathogenesis of diseases or conditions under inves- 
tigation, and to develop new methods for disease identification and early diagnosis. 

The center conducts its research in three distinct laboratories that include a clin- 
ical laboratory to ascertain subjects for basic genetic studies and to investigate and 
test therapies based on the results of genetic research. The genetic analytical labora- 
tory's main focus is to evaluate genetic epidemiology of complex diseases. 1 inkage 
and association approaches are used to identify susceptibility genes for several com- 
plex diseases, and other statistical and quantitative techniques are developed ^\nd 
applied to genetics investigation. The genetic molecular laboratory performs mole- 
cular biological procedures including genome scanning and 1 )NA sequencing. 

Organized Research Centers 145 

The GACD is available for collaborative investigation and research training of 
pre- and post-doctoral candidates. Elective course opportunities are available in 
each of the three laboratory settings. Members of the GACD participate in formal 
teaching activities coordinated by the Program in Human Genetics. 



Andrew P. Goldberg, MD 

Andrew P. Goldberg, MD, Professor and Director, Division of Gerontology, 
Department of Medicine, and Jay S. Magaziner, PhD, MSHyg, Professor and 
Director, Division of Gerontology, Department of Epidemiology and Preventive 
Medicine, University of Maryland School of Medicine 

The ORC in Gerontology was established in 1998 under the leadership of 
Andrew P. Goldberg, MD, and Jay S. Magaziner, PhD, MSHyg. The center coor- 
dinates research and research training in those areas of gerontology that transcend 
traditional disciplinary lines and are amenable to an interdisciplinary approach to 
critical issues in aging research. It interfaces with the University's existing efforts in 
gerontology and geriatric medicine to develop research, educational and clinical 
programs that nurture and expand research and research funding in aging. The goal 
of the ORC in Gerontology is to enhance involvement and collaboration among 
faculty at the University's six health professional schools, and expand the conduct 
of interdisciplinary research and research training in gerontology through collabo- 
rations among investigators in aging research at University of Maryland, College 
Park and University of Maryland, Baltimore County. 

The mission of the ORC in Gerontology is to create, facilitate and expand inter- 
disciplinary collaborations among investigators to further the development of aca- 
demic excellence in key areas of clinical, epidemiological, basic-biomedical, mental 
health, legal-ethical, health services and population-based research in aging. In 
doing so, it will amplify and enrich these areas of aging research, provide out- 
standing research training and educational opportunities to students, trainees and 
health professionals, and enhance the delivery of multi-disciplinary geriatric care to 
older persons. This will be accomplished by collaborating with key leaders in geron- 
tology at the University and elsewhere in the University System of Maryland to 
expand resources for the conduct of aging research, target populations, which can 
provide the basis for research and research training in aging, and develop core facil- 
ities to conduct new, cutting-edge, interdisciplinary aging research. 

The center emphasizes several specific research areas in aging at the University 
where there are existing funded initiatives. This approach optimizes the use of 
resources and builds on the existing strengths in aging research at UMB. These 
areas involve several nationally recognized research programs in aging: 1) the 
National Institute on Aging (NIA) Claude D. Pepper Older Americans Indepen- 
dence Center, which conducts exercise rehabilitation research in functionally lim- 
ited older patients; 2) the Baltimore Hip Studies, which conducts research in hip 

146 School of Medicine 

fracture recovery; 3) the Geriatric Research, Education and Clinical Center 
(GRECC) within the Department of Veterans Affairs Medical Center, which con- 
ducts research in the secondary prevention of coronary artery disease through exer- 
cise, nutrition and smoking cessation in high risk older veterans and the tertiary 
rehabilitation of older veterans who have suffered a stroke; 4) the Maryland Long- 
Term Care Project, which conducts epidemiologic research in residential, long- 
term care and assisted-living sites; 5) the VA Cooperative Geriatric Evaluation and 
Management Research Study, which conducts rehabilitation research in frail older 
hospitalized VA patients to prevent the need for institutionalization in nursing 
homes; 6) the National Study of Osteoporotic Fractures, which examines risk fac- 
tors for hip fracture in older women and 7) NIA-funded research training programs 
in exercise physiology and metabolism research and the epidemiology of aging. 

Within these foci, the ORC: 1) promotes interdisciplinary research in aging 
among faculty with similar interests; 2) establishes core facilities and populations 
for the conduct of interdisciplinary research and research training in aging; 3) iden- 
tifies potential funding sources for aging research and 4) provides support for pilot 
studies in aging research by trainees and junior faculty. These activities will lead to 
the development of new interdisciplinary aging research and enhance the compet- 
itiveness of investigators at UMB for peer-reviewed funding in aging. 

Membership in the ORC consists of faculty at three University campuses, Johns 
Hopkins University, the NIA-Gerontology Research Center and other members of 
academic institutions who have major professional interests in aging research and 
are involved in collaborative research in gerontology and geriatrics at the Univer- 
sity. The ORC will provide these faculty and students with 1 ) opportunities for col- 
laborations and interactions to develop research in aging, 2) access to populations 
and core facilities for the conduct of aging research, 3) support of pilot studies nec- 
essary to promote the development of new grant proposals and 4) access to research 
fellows, research assistants and administrative staff to assist them in the conduct of 
their aging research. Faculty members of the ORC meet regularly to develop 
research grants in the central areas of the ORC mission. 



Claudia R. Baquet, MD, MPH 

Associate Dean, Office of Policy and Planning, 

Associate Professor, Department of Epidemiology and Preventive Medicine. 

The Center provides epidemiologic/biostatistical support, quality improvement 

study design and evaluation, disease management program support, Nf( )QA SUTve) 
preparation, health outcomes studies. Low literacy patient education and outreach, 
Medicare patient compliance studies, patient and provider surveys, rural health 
research. The Center for Health Policy and 1 lealth Sen ices Research has completed 

health services research projects for the Maryland Department of! lealth and Men 

Organized Research Centers 147 

tal Hygiene and other agencies, conducted quality improvement studies for the 
managed care industry, established community outreach research and education 
networks in urban and rural Maryland, influenced national and state health care 
policy and established telemedicine research and clinical programs in underserved 
areas. The center has recently established the Computer Assisted Telephone Inter- 
viewing (CATI) facility, a technology that has applications in survey research, out- 
comes measurement and patient compliance, enrollment and recruitment in 
managed care and in clinical trials. Based in the School of Medicine, the Center is 
a campus-wide, multidisciplinary organized research center which involves faculty 
from departments throughout the University's six professional schools. 


To assess the changing health needs of Maryland citizens and the nation, to con- 
duct analyses and develop policy related to state, city and national health care ser- 
vices, financial and economic cost, clinical outcomes, efficacy, equity and the 
impact of reimbursement on patient and provider behaviors. To stimulate, support 
and conduct interdisciplinary health policy and health services research. 




Stephen Havas, MD, MPH, MS 

Associate Professor, Department of Epidemiology and Preventive Medicine and 

Department of Medicine 

The mission of the Center for Health Promotion and Disease Prevention is to serve 
as the University's central focus for community-based health promotion and dis- 
ease prevention research activities. The primary focus for the ORC's research is the 
prevention of heart disease, cancer and stroke. Multidisciplinary faculty research 
teams from the schools of medicine, nursing, dentistry, pharmacy and social work, 
the University of Maryland, College Park and the University of Maryland, Balti- 
more County participate in a variety of research projects aimed at reducing risk fac- 
tors for heart disease, cancer and stroke. Risk factors being addressed include 
unhealthy nutrition, high blood cholesterol, obesity, physical inactivity, smoking 
and high blood pressure. Funding for this research has been obtained from the 
National Cancer Institute, the National Heart, Lung and Blood Institute, the 
Maryland Department of Health and Mental Hygiene and other agencies. 

Other ORC faculty conduct health promotion research in areas ranging from 
maternal and child health to substance abuse to oral health. This ORC seeks to inte- 
grate and expand the large base of University research activities in these areas cur- 
rently being conducted by core ORC faculty. This research also spans the five 
health care professional schools. 

148 School of Medicine 

Research activities are carried out in a variety of community-based settings such 
as schools, worksites, churches, WIC sites, senior centers, hospitals and other health 
care facilities. Medical and other health care professional student involvement in 
research project activities is encouraged. This ORC is co-sponsored by the schools 
of medicine and nursing. 



Myron M. Levine, MD, DTPH 

The Center for Vaccine Development (CVD), an Organized Research Center, is 
dedicated to research, training, clinical consultation and public health consultation 
in the broad field of vaccinology. CVD faculty hold primary appointments in the 
departments of medicine, pediatrics, or microbiology and immunology. The CVD 
has four primary missions. 

The first is to foster and carry out superior, state-of-the-art, peer reviewed, inno- 
vative, multi-disciplinary research on all aspects of vaccinology including: 

• Basic research (e.g., pathogenesis, engineering of vaccine candidates, funda- 
mental studies of immune response, studies of host-pathogen interaction); 

• Clinical research (e.g., Phase 1 and 2 clinical trials assessing the safety, immuno- 
genicity, transmissibility, etc., of vaccine candidates in pediatric, young adult, 
geriatric and special risk populations; intensive measurement of serum, mucosal 
and cell-mediated immune responses), 

• Epidemiologic research and field studies (e.g., large-scale, randomized, con- 
trolled field trials to assess vaccine efficacy and effectiveness; serosurveys; preva- 
lence surveys of pathogen carriage; cohort studies quantifying the occurrence 
and relative importance of known and newly discovered pathogens). 

This dominant mission of the CVD requires a multidisciplinary approach to the 
development and testing of new and improved vaccines. In total, 26 full-time fac- 
ulty and three adjunct faculty (18 MDs, 7 PhDs, 4 MD/PhDs) and approximately 
60 staff members work in the Baltimore complex. Approximately 90 percent of 
their salary support comes from competitive grants and research contracts, espe- 
cially from the NIH, which, in fiscal year 1998, awarded CVD investigators over 
$5.7 million in grants and contracts. 

Field research is carried out at several sites around the world, most recently 
including Indonesia, Mali and Malawi. ( )f particular importance is ( 'VIM hilc. a 
research group that has undertaken epidemiologic And clinical research in Santi- 
ago, Chile, over the past 20 years. 

The second mission ot the C "VI ) is to train medical ami graduate students, post 
doctoral fellows and visiting scientists within the broad discipline ot vaccinology. 

Organized Research Centers 149 

Several CVD faculty hold secondary appointments in departments with graduate 
programs such as microbiology and immunology, and epidemiology and preven- 
tive medicine, allowing them to serve as graduate student mentors. Medical stu- 
dents often perform short-term research internships in CVD laboratories or field 
sites. The CVD currently holds two NIH-supported training grants. 

The CVD's third mission is to provide consultations in the area of clinical vac- 
cinology, advice on immunizations for infants and children, travelers, pregnant 
women, and immunocompromised hosts, especially through our Traveler's Health 
Service, an outpatient clinic. 

Finally, the CVD provides expert consultantships or committee membership to 
national and international agencies (e.g., National Institutes of Health, Food and 
Drug Administration, World Health Organization), foreign Ministries of Health 
and industry. 

150 School of Medicine 

Endowments and Gifts 


Dr. Herbert Berger Chair in Cardiology 

Dr. Robert W. Buxton Chair in Surgery 

The William and Mary Gray Cobey Chair in Neonatology 

Dr. John M. Dennis Chair in Diagnostic Radiology 

Dr. Martin Helrich Chair in Anesthesiology 

Dr. Maxwell Hurston Chair in Orthopedic Surgery 

The Raymond K. Thompson, MD Chair in Neurosurgery 

Dr. Theodore E. Woodward Chair in Medicine 

Dr. John D. Young Jr. Chair in Urology 


Anonymous Professorship in Pediatrics 

Dr. William H. Crim Professorship 

Professorship in Dermatology 

Simon and Bessie Grollman Distinguished Professorship 

Dr. Christian F. and Connie M. Richter Professorship in Obstetrics, Gynecology 

and Reproductive Sciences 
The Pamela Rose Hevey Professorship in Neurological Surgery 
Louis O.J. Manganiello, MD and Benjamin Hall Smith, MD, Professorship in 

The Albert Shapiro, MD Endowed Professorship in Dermatology 


Dr. Ruth W. Baldwin Professorship in Pediatrics 
Dr. Ipolitas Bronushas Visiting Professorship 
Dr. Joseph B. Ganey Visiting Professorship 
Aaron I. Grollman Professorship 
Dr. Charles M. Henderson Memorial Fund 
Albert R. Winner Visiting Professorship 

Endowments and Gifts I 5 I 


Dr. Daniel J. Abramson Lectureship 

Dr. Thurston R. Adams Lectureship 

Alice M. Band Fund 

Dr. Herbert Berger Lectureship 

Dr. Robert W. Buxton Lectureship 

The Dr. Harry and Mitzie P. Cohen Lectureship 

in Obstetrics-Gynecology and Anesthesiology 
Dr. Charles Reid Edwards Lectureship 
The Charles Getz Memorial Lecture Fund 
Lecture in Emergency Medicine 
Dr. Abraham H. Finkelstein Memorial Lectureship 
Dr. Julius Friedenwald Memorial Lecture 
Dr. Charles Getz Fund 

Freida B. Hildenbrand Lecture in Alzheimer's Disease 
Dr. Harry C. Hull Lectureship 

Dr. Jack Allen Kapland Lecture in Orthopedic Surgery 
Dr. Bernard S. Kleiman Lectureship 
Stephen E. and Jeffrey A. Kleiman Lectureship 
Kochman Lectureship in Rheumatology 
Dr. John C. Krantz Lectureship 
Dr. Frank C. Marino Surgical Lectureship 
Dr. Jerome K. Merlis Lectureship 
Nicholas C. and Helen R. Mueller Lectureship 
Dr. Daniel A. Nachshen Memorial Lecture in Physiology 
Dr. Maurice C. Pincoffs Educational Fund 
Plastic Surgery Lectureship 
The Distinguished Puerto Rican Lectureship 
Dr. Isadore A. Siegel Lecture in Obstetrics and Gynecology 
Dr. Harry L. Sponseller Lectureship 
Dr. Samuel Steinberg and Dr. H. Boyd Wylie Lectureship 
Taylor Lectureship in Neurology and Psychiatry 
Dr. Isadore Tuerk Lecture 

Dr. Henry J. Walton Distinguished Lectureship 
Dr. H. Leonard Warres Lectureship 

Dr. H. Boyd Wyle and Dr. Samuel Steinberg Lectureship 
Dr. George H. Yeager Distinguished Lectureship 
The Doctor and Mrs. Howard B. Mays Lectureship in the History of Medicine 

and/or Medical Ethics 
The Dr. Daniel J. Abramson Lectureship 
The Edmond Goidl Immunology Lectureship Fund 
The M. Carlyle Crenshaw Jr., MD Memorial Lectureship Fund 
The Rev. Dr. Gibson J. Wells Lectureship Fund 

52 School of Medicine 


The Dr. James G. Arnold Memorial Fellowship in Neurosurgery 

Dr. and Mrs. Frederick J. Balsam Student Fellowship in Rehabilitation Medicine 

Dr. Leslie B. Barnett Student Fellowship 

Jeffery Ivan Bennett Fund 

Dr. Paul R. Brown Research Fellowship in Genito-Urinary Disease 

Jessie M. Cook Research Fellowship in Circulatory Disease 

Isaac E. Emerson Fellowship in Pharmacology 

Dr. Jose R. Fuentes Memorial Student Fellowship in Obstetrics and Gynecology 

Charles M. Hitchcock Fund 

Linda Pollin Fund 

Dr. Howard C. Silver Memorial Student Fellowship in Family Medicine 

The Dr. Harry Shelly and Mrs. Helen Shelly Fellowship in Urology 

John F.B. Weaver Fellowship 


Dr. Sheldon E. Greisman Prize Fund 

Elizabeth C. Macauley Memorial Award 

Kenneth L. Malinow Memorial Fund 

Elaine M. Otani Memorial 

Scharling Memorial Award 

Dr. J. W. Turner Memorial Prize 

Samuel and Frances Weinberg/Loeb Fund 

Dr. Henry F. Ullrich Fund 

Woodward Prize in Medicine 

William Yudkoff Memorial Award 

The William H. Mosberg Jr., MD Award for Neurosurgery 

W. Wayne Babcock Award in Surgery 


Linda Baron Fund 
Dr. Frank C. Brcssler Fund 
William P. Cole Memorial Research Fund 
Myer and Etta Dana Fund 
Diagnostic Radiology Fund 

The John Edgar Faber Fund for Cancer and Heart Research 
Charles Frick Fund 

Dr. Julius Friedenwald Investigation Fund 
Malcolm I.. Friedman Fellowship Fund 
Doris N. and Sylvan Frieman Perinatology Research Fund 
Dr. Maurice H. Givens Fund 

Endowments and Gifts 153 

Dr. John C. Hemmeter Research in Physiology 

Jarboe Mental Health Fund 

Mary Gray Munroe Memorial Fund 

The Multiple Sclerosis Research Development Fund 

Neurosurgery B Fund 

Neurosurgery G Fund 

The Dona and Katie Oken Memorial Fund for Cancer Research 

T.W. Pangborn Research Fund 

Pediatric Outpatient Clinic Fund 

The Pulmonary Education and Research Fund 

Research and Education Fund 

Richard D. Richards, MD Research Fund 

J.M.H. Rowland Fund for Research and Education 

Dr. Albert Shapiro Research Fund for Dermatology 

Fern Tauber Memorial Fund 

The Mark Thumim, MD Research Fund in Ophthalmology 

John L. Whitehurst Fund 

Sara A. Whitehurst Fund 

The William Donald Schaefer Cancer Research Fund 

The Schramek Fund for Diabetes Research 

The Schramek Fund for Cardiology Research 

The Schramek Fund for Alzheimer's Disease Research 


Anonymous Endowed Fund in the Department of Surgery 
The David H. Barker Endowed Fund 

for the University of Maryland School of Medicine 
Dr. Burt J. Asper Memorial Fund 
Dr. Thomas B. Connor Fund in Endocrinology 
David M.R. Culbreth Fund 
Dean's Office Endowment Fund 
Dean's Support Fund 
Fund for Excellence 
Dr. Finesinger Memorial Fund 
Faculty of Physic Fund 
Nancy Kowalewski Memorial Fund 
Medical School Fund 
Dr. W.C. Meloy Memorial 
Addison E. Mulliken Fund 
Noxell Medical School Fund 
The Perl Foundation Endowed Fund for the University of Maryland 

School of Medicine 
Dr. Homer U. Todd Fund 
Lois A. Young Memorial Fund 

154 School of Medicine 

The Dr. John E. Esnard Endowment Fund 

Rachel Gundry Fund for Psychiatry 

The Dr. Francis and Margaret B. Ellis Memorial Fund 

The Dr. Moses Paulson and Helen Golden Paulson Fund 

The David R. Solomon Memorial Fund 

Endowments funding scholarships, student loan funds and other studem 
prizes and awards are listed in the Financial Information and Academic Informa- 
tion sections. 


Alumni and friends who have made contributions to the School of Medicine of 
510,000 and above are recognized through membership in the John Beale Davidge 
Alliance, a permanent recognition society named after the school's founder and first 
dean. There are two honors levels within the Alliance: the Silver Circle, for gifts of 
$25,000-549,999 and the 1807 Circle for contributions of 550,000 and above. 
The exceptional support provided by these individuals enables the school to con- 
tinue the tradition it began in 1 807, of educating physicians and providing care for 

Endowments and Gifts 155 

Administration and Faculty 



Donald N. Langenberg, PhD, Chancellor, University System of Maryland 

George L. Marx, PhD, Vice Chancellor, Academic Affairs 

John K. Martin, Vice Chancellor, Advancement 

Joseph F. Vivona, Vice Chancellor, Administration and Finance 

Board of Regents 

Lance W. Billingsley 
Margaret Alton 
Mary Arabian 
Richard O. Berndt 
Benjamin L. Brown 
Earle Palmer Brown 
Nathan A. Chapman Jr. 
Charles W.Cole Jr. 
Edwin S. Crawford 
Thomas B. Finan Jr. 
Michael C. Gelman 
Louise Michaux Gonzales 
Wendell M. Holloway 
Harry R. Hughes 
Henry A. Virts, ex-officio 
Susan E. Woda 



David J. Ramsay, DM, DPhil, President 

Joann A. Boughman, PhD, Vice President, Academic Affairs; Dean, Graduate School 
James T. Hill Jr., MP A, Vice President, Administrative Services 
T. Sue Gladhill, MSW, Vice President, External Affairs 

Morton I. Rapoport, MD, President and Chief Executive Officer, University of 
Maryland Medical System 

56 School of Medicine 

Academic Deans 

Richard R. Ranney, DDS, Dean, Dental School 

Donald G. Gifford, JD, Dean, School of Law 

Donald E. Wilson, MD, MACP, Dean, School of Medicine 

Barbara R. Heller, EdD, RN, FAAN, Dean, School of Nursing 

David A. Knapp, PhD, Dean, School of Pharmacy 

Jesse J. Harris, DSW, Dean, School of Social Work 



Donald E. Wilson, MD, MACP, Dean 

John M. Dennis, MD, Dean Emeritus 

Frank M. Calia, MD, Vice Dean/Senior Associate Dean, Academic Affairs 

Anthony L. Imbembo, MD, Associate Dean, Academic Administration 

Milford M. Foxwell Jr., MD, Associate Dean, Admissions 

Robert A. Barish, MD, Associate Dean for Clinical Affairs 

Nancy Ryan Lowitt, MD, EdM, Associate Dean, CME & GME 

Garvin S. Maffett, EdD, Associate Dean, Development 

David B. Mallott, MD, Associate Dean, Medical Education 

J. Tyson Tildon, PhD, Associate Dean, Graduate Studies and Research 

Claudia R. Baquet, MD, MPH, Associate Dean, Policy and Planning 

Gregory F. Handlir, MBA, Associate Dean, Resource Management 

Jack Gladstein, MD. Associate Dean, Student Affairs 

Mohammed Al- Ibrahim, MD, Associate Dean, Veterans Affairs, Chief of Staff , 

Donna Parker, MD, Assistant Dean, Admissions 
David L. Stewart, MD, Assistant Dean, Ambulatory Education 
Bernard A. Carpenter, Jr., Assistant Dean for Clinical Practice 
Karen M. Mitchell, MBA, Assistant Dean, Finance 
Deborah G. Finkelsen, MAS, Assistant Dean, Information Systems 
Judy A. Emery, Ed.D, Assistant Dean, Medical Education 
Gregory Robinson, MA, Assistant Dean, Operations and Human Services 
Anne Newman Hirshfield, PhD, Assistant Dean, Research 
Gary D. Plotnick, MD, Assistant Dean, Student Affairs 
S. Michael Plain, PhD, Assistant Dean, Student Affairs 
Willarda Edwards, MD, Assistant Dean for Student & Faculty Development 
Jordan E. Wamick, PhD, Assistant Dean, Student Research 
Jeanette K. Balotin, MA, MPA, Assistant to the Dean 
Sandra L. Dolan, PhD, Director, Academic Development 
Terry B. Rodgers, PhD, Director, MDIPhD Program 
Hermione M. Hicks, MPA, Director, Recruitment 

Administration and Faculty I 57 

Board of Visitors 

Morton D. Bogdonoff, MD 

Roger J. Bulger, MD 

M. Jenkins Cromwell jr. 

Michael E. Cryor 

Sylvan Frieman, MD, Chair 

Ronald Geesey 

Susan R. Guarnieri, MD 

B. Larry Jenkins, CLU, FLMI 

Murray A. Kalish, MD 

Edward Magruder Passano Jr. 

Selvin Passen, MD 

Christine D. Sarbannes 

Carl W. Stearn 

Michael E. Waller 


Professor and Chair 
Michael T. Shipley, PhD 

Professor and Vice Chair 
David V Smith, PhD 

Anderson, Larry D., PhD, Associate Professor 

Anseloni, Vanessa, PhD, Postdoctoral Fellow 

Aroniadou-Anderjaska, Vassiliki, PhD, Research Assistant Professor 

Barrett, Charles P., PhD, Associate Professor 

Behrens, Maik, PhD, Postdoctoral Fellow 

Boughter, John D., PhD, Postdoctoral Fellow 

Coolen, Lique M., PhD, Postdoctoral Fellow 

Cummings, Diana M.,PhD, Postdoctoral Fellow 

Davis, Barry J., PhD, Associate Professor 

Dienhart, Mary, PhD, Postdoctoral Fellow 

Ennis, Matthew, PhD, Associate Professor 

Heyward, Philip M., PhD, Postdoctoral Fellow 

Highfield, David A., PhD, Postdoctoral Fellow 

Hirshfield, Anne N., PhD, Professor 

Hoffman, Gloria E., PhD, Professor 

Hoover, Dennis J., PhD, Research Assistant Professor 

Katz, Elizabeth J., PhD, Postdoctoral Fellow 

Keller, Asaf, PhD, Associate Professor 

Laaris, Nora, PhD, Postdoctoral Fellow 

158 School of Medicine 

Largent, Brian L., PhD, Research Assistant Professor 

Lee, Young Bok, PhD, Postdoctoral Fellow 

Leinders-Zufall, Trese, PhD, Research Assistant Professor 

Li, Cheng-Shu, MD/PhD, Research Associate 

Margolis, Frank L., PhD, Professor 

Markelonis, George J., PhD, Associate Professor 

Murphy, Anne Z., PhD, Research Assistant Professor 

Oh, Tae H., PhD, Professor 

Priest, Catherine A., PhD, Research Assistant Professor 

Puche, Adam C, PhD, Postdoctoral Fellow 

Pumplin, David W., PhD, Professor 

Rees, Rosemary P., PhD, Associate Professor 

Rennels, Marshall L., PhD, Professor 

Richards, Linda J., PhD, Assistant Professor 

Shipley, Michael T., PhD, Professor and Chairperson 

Smith, David V., PhD, Professor 

St. John, Steven J., PhD, Postdoctoral Fellow 

Strum, Judy M., PhD, Professor 

Sun, Lixing, PhD, Postdoctoral Fellow 

Venkatraman, Giridhar, MD, Postdoctoral Fellow 

Vogt, Mark B., PhD, Research Assistant Professor 

Wang, Yue, MD/PhD, Research Assistant Professor 

Yu, Chengsi, MD/PhD, Research Associate 

Zhou, Fu-Ming, MD/PhD, Research Assistant Professor 

Zufall, Frank, PhD, Assistant Professor 


Martin Helrich Professor and Chair 
M. Jane Matjasko, MD 

Professor Emeritus 
Martin Helrich, MD 

Ashman, Michael N., MD, Assistant Professor 
Barnas, George M., PhD, Associate Professor 
Baroody, Brigid, MD, Clinical Instructor/Fellow 
Bellefleur, Monique, MD, Assistant Professor 
Bernhard, William N., MD, School Associate Professor 
Blenko, John W., MD, School Assistant Professor 
Boehm, Clifford E., MD, School Assistant Professor 
Bourke, Denis, MD, Associate Professor 
Brodie, Hugh, MD, Clinical Instructor/Fellow 
Cohen, Susan M., MD, Clinical Assistant Professor 
Dauphinee, Kenneth R., MD, School Assistant Professor 

Administration and Faculty I 59 

DelRosario, Romeo S., MD, School Assistant Professor 

Dornette, William H., MD, Adjunct Professor 

Dwyer, Sherry, MD, Instructor 

Fahy, Brenda G., MD, Assistant Professor 

Frost, Douglas, PhD, Professor 

Gerold, Kevin, DO, Assistant Professor 

Gheorghiu, Ileana, MD, Clinical Instructor/Fellow 

Gilbert, Timothy B., MD, Assistant Professor 

Gorman, Mary B., MD, Clinical Assistant Professor 

Harrison, Charles M., MD, Assistant Professor 

Hasnain, Jawad U., MD, School Assistant Professor 

Hendrix, Kumu, MD, Clinical Instructor 

Hu, Peter, Instructor 

Jaberi, Mahmood, MD, School Assistant Professor 

Kalish, Murray, MD, School Assistant Professor 

Keller, Melvin L., MD, Clinical Assistant Professor 

Kelman, Alan, MD, Clinical Instructor 

Kent, Joel, MD, Assistant Professor 

Koffel, Bettylou, MD, School Associate Professor 

Kushner, George, Jr. MD, Clinical Assistant Professor 

Laucks, Stephen O., MD, Clinical Assistant Professor 

Lee, Elizabeth, MD, Assistant Professor 

Liu, Robert, MD, Assistant Professor 

Mackenzie, Colin F., MB, Professor 

Malinow, Andrew M., MD, Associate Professor 

Mandava, Srinivas, MD, Clinical Instructor/Fellow 

Martz, Douglas G., MD, Assistant Professor 

Masur, Henry, MD, Clinical Professor 

Matjasko-Chiu, M. Jane, MD, Professor and Chair 

McCunn, Maureen, MD, Clinical Instructor/Fellow 

McGrath, Brian, MD, Associate Professor 

Milholland, Arthur V., MD, School Assistant Professor 

Murphy, Virginia, MD, Clinical Assistant Professor 

Nagle, Sheryl, MD, Clinical Assistant Professor 

Natanson, Charles, MD, Clinical Professor 

Nesbitt, Susan S., MD, Assistant Professor 

Nisonson, Andrea, MD, Clinical Instructor 

Njoku, Mary J., MD, Assistant Professor 

Noorani, Robert, MD, Clinical Instructor/Fellow 

Penafiel, Mario L., MD, Assistant Professor 

Preas, Hugh L. II, MD, Clinical Instructor 

Price, Glenn, MD, Assistant Professor 

Rao, Usha G., MD, Clinical Assistant Professor 

Sakamoto, Ronald N., MD, Assistant Professor 

Sanchez, Adrian, MD, Clinical Assistant Professor 

Savarese, Anne M., MD, Assistant Professor 

160 School of Medicine 

Schell, Dawn, MD, Assistant Professor 
Schreibman, David L., MD, Assistant Professor 
Sidhu, Sukhwant, MS, Clinical Instructor 
Smolko, James R., MD, Clinical Assistant Professor 
Spurrier, Ellen A., MD, Assistant Professor 
Tarantino, David P., MD, School Assistant Professor 
Thomas, Padmini, MD, School Assistant Professor 
Villamater, Edwin, MD, Clinical Instructor 
Waxman, Gary, MD, Assistant Professor 
Whalen, Ellen, MD, Assistant Professor 
Xiao, Yan, PhD, Instructor 
Yost, Susan, MD, Clinical Instructor/Fellow 


Professor and Chair 
Giuseppe Inesi, MD, PhD 

Baldiserri, Donna, PhD, Research Assistant Professor 

Barcak, Gerard J., PhD, Associate Professor 

Black, Lindsay, PhD, Professor 

Bucci, Enrico, MD, PhD, Professor 

Carrier, France, PhD, Assistant Professor 

Chang, Dau-Yin, PhD, Research Assistant Professor 

Collins, John H., PhD, Professor 

Collins, Kim D., PhD, Research Associate Professor 

duBell, William H., PhD, Research Assistant Professor 

Farrance, Iain, PhD, Assistant Professor 

Fronticelli, Clara, PhD, Research Professor 

Gill, Donald, PhD, Professor 

Gryczynski, Ignacy, PhD, Research Professor 

Gryczynski, Zygmunt, PhD, Research Assistant Professor 

Gutierrez, Peter I., PhD, Research Professor 

Inesi, Giuseppe, MD, PhD, Professor & Chair 

Kirtley, Mary, PhD, Research Professor 

Klein, Michael G., PhD, Research Associate Professor 

Lakowicz, Joseph, PhD, Professor 

Lu-Chang, A-Lien, PhD, Professor 

Melera, Peter W., PhD, Professor 

Pomerantz, Seymour, PhD, Professor Emeritus 

Rogers, Terry B., PhD, Professor 

Schneider, Martin ¥.., PhD, Professor 

Shamoo, Adil, PhD, Professor 

Sumbilla, Carlota, PhD, Research Assistant Professor 

Administration and Faculty I 6 I 

Thompson, Richard B., PhD, Assistant Professor 
Wade, Robert P., PhD, Associate Professor 
Weber, David J., PhD, Assistant Professor 


Bashirelahi, Nasir, PhD, Professor, Dental School 

Berg, Patricia, PhD, Research Associate Professor Pediatrics 

Enwonwu, Cyril O., DDS, PhD, Professor, Dental School 

Fiskum, Gary, PhD, Professor, Anesthesiology 

Fontana, Joseph A., MD, PhD, Associate Professor, Medicine 

Franklin, Renty B., PhD, Professor, Dental School 

Gilliland, Gary, PhD, Professor, CARB 

Hussain, Arif, MD, Assistant Professor, Oncology 

Kaper, James B., PhD, Professor, Vaccine Development 

Kosk-Kosicka, Danuta, PhD, Research Associate Professor, Johns Hopkins Ui 

Kyprianou, Natasha, PhD, Assistant Professor, Surgery 

Mobley, Harry Lee T., PhD, Associate Professor, Medicine 

Monteiro, Mervyn, PhD, Assistant Professor, Neurology 

Rao, Govind, PhD, Associate Professor, UMBC 

Samaniego, Felipe, PhD, Assistant Professor, Inst. Human Virology 

Summers, Michael, PhD, Associate Professor, UMBC 

Tildon, J. Tyson, PhD, Professor, Pediatrics 

Varma, Shambhu D., PhD, Professor, Ophthalmology 

Szmacinski, Henryk, PhD, Research Assistant Professor, FluorRx Inc. 


Professor and Acting Chair 
Joseph W. Burnett, MD 

Anderson, Regina, MD, Clinical Assistant Professor 

Beacham, B.E., MD, Clinical Associate Professor 

Bereston, Eugene, MD, Clinical Professor 

Burnett, Joseph, MD, Clinical Professor and Acting Chairman 

Dilaimy, Mouta, MD, Clinical Assistant Professor 

Feldman, Lawrence R., MD, Instructor 

Ghotbi, Seyed A., MD, Clinical Assistant Professor 

Goldner, Ronald, MD, Clinical Associate Professor 

Gould, William, MD, Clinical Assistant Professor 

Jaffe, David F., MD, Clinical Instructor 

Kurgansky, Dennis, MD, Clinical Instructor 

Lowitt, Mark H., MD, School Assistant Professor 

Lutz, Linda L., MD, School Assistant Professor 

162 School of Medicine 

Middleton, Jeffrey G., MD, Clinical Assistant Professor 
Miller, Stanley J., MD, Clinical Instructor 
Modly, Charlotte, MD, Clinical Assistant Professor 
Nguyen, Thuy V., MD, Clinical Instructor 
Pass, Carolyn J., MD, Clinical Assistant Professor 
Pearson, Frederick, MD, Clinical Assistant Professor 
Raskin, Joan, MD, Clinical Associate Professor 
Rudo Kathryn M., MD, Instructor 

Samorodin, Charles S., MD, Clinical Assistant Professor 
Shapiro, Albert, MD, Clinical Professor 
Silverstein, Emanuel H., MD, Clinical Associate Professor 
Sina, Bahram, MD, Clinical Associate Professor 
Tudino, M. Eugene, MD, Clinical Associate Professor 
Van Blerk, Gillian A., MD, Research Associate 
Warner, Larry J., MD, Clinical Assistant Professor 
Wolfe, Irving D., MD, Clinical Associate Professor 
Wong, Albert K., MD, Clinical Assistant Professor 
Yaffe, Stanley N., MD, Clinical Assistant Professor 


Professor and Chair 
Philip A. Templeton, MD 

Professor Emeritus 
John M. Dennis, MD 

Allman, Robert A., MD, Medical School Professor 

Anton, John J., MD, Instructor 

Araiza, Beatrix D., MD, Instructor 

Berg, Wendie A., MD, Assistant Professor 

Boyd-Kranis, Robin L., MD, Medical School Assistant Professor 

Bucknavage, Joseph G., MD, Instructor 

Cadogan, Michael A., MD, Medical School Assistant Professor 

Campbell, Andrew B., MD, Assistant Professor 

Cao, Zongjian, PhD, Assistant Professor 

Daly, Barry D., MD, Medical School Associate Professor 

Diaconis, John N., Ml), Professor 

Dinker, Robert E., MD, Visiting Assistant Professor 

Dowe, Michael F. Jr., Ml), Instructor 

Fan, Chieh-Min, MD, Medical School Assistant Professor 

Frazier, Aletta A., MI), Instructor 

Futterer, Stephen F., MI), Mcc1k.iI School Assistant Professor 

Geyser, Sandra, Rph, Clinical Instructor 

Gilbreath, Patricia L, Ml), Instructor 

Administration and Faculty 163 

Grimm, Michael A., MD, Instructor 

Grumbach, Kathryn, MD, Medical School Associate Professor 

Gullapalli, Rao, PhD, Medical School Assistant Professor 

Haney, Phillip, MD, Associate Professor 

Hastings, Geoffrey S., MD, Medical School Assistant Professor 

Hatem, Stephen F., MD, Medical School Assistant Professor 

Hisley, Kenneth C., Graduate Research Assistant 

Holder, Lawrence E., MD, Medical School Professor 

Kaji, Arjun V., MD, Instructor 

Kelty, Nellie L., RT, Clinical Instructor 

Khan, Salma H., MD, Medical School Assistant Professor 

Koby, Myles B., DDS, MD, Medical School Assistant Professor 

Krebs, Thorsten L., MD, Assistant Professor 

Lambert, Carol C, MD, Research Assistant Professor 

Marchetto, Barry E., MD, Instructor 

Mathis, John M., MD, Clinical Associate Professor 

McAvoy, Marcia A., MD, Medical School Assistant Professor 

McRae, Gina A., MD, Instructor 

Meador, Toni L., MD, Instructor 

Mease, Ronnie C, PhD, Research Associate Professor 

Meyer, Cristopher A., MD, Medical School Assistant Professor 

Mirvis, Stuart E., MD, Professor 

Mrose, Helen E., MD, Medical School Associate Professor 

Mulligan, Michael E., MD, Assistant Professor 

Munjal, Sunita, MS, Research Associate 

Murphey, Mark D., MD, Clinical Associate Professor 

NessAiver, Moriel, PhD, Assistant Professor 

Pais, S. Osher, MD, Medical School Associate Professor 

Peravali, Ravindra, Graduate Research Assistant 

Pomerantz, Stephen M., MD, Assistant Professor 

Pugatch, Robert D., MD, Medical School Professor 

Reiner, Bruce I., MD, Clinical Assistant Professor 

Reiter, Sean B., MD, Instructor 

Resnik, Charles S., MD, Associate Professor 

Rosado de Christenson, Melissa L., MD, Clinical Assistant Professor 

Rothman, Michael I., MD, Assistant Professor 

Roys, Steven R., MS, Research Associate 

Rucker, Patrick, MD, Instructor 

Shanmuganathan, Kathirkamanathan, MD, Assistant Professor 

Siegel, Eliot L., MD, Medical School Associate Professor 

Sloan, Michael A., MD, Clinical Assistant Professor 

Small, Steven L., MD, Clinical Associate Professor 

Sonin, Andrew H., MD, Medical School Assistant Professor 

Stallmeyer, M.J. Bernadette, MD, Medical School Assistant Professor 

Taylor, Rachel E., MD, Instructor 

Teferra, Ethopia H., MD, Instructor 

164 School of Medicine 

Templeton, Philip A., MD, Medical School Professor and Chair 
Twardzik, Frank G., MD, Medical School Assistant Professor 
Venkatadri, Aanandhi, Graduate Research Assistant 
Wagner, Brent J., MD, Clinical Assistant Professor 
Weksberg, Allan P., MD, Medical School Assistant Professor 
White, Charles S., MD, Medical School Associate Professor 
Wong-You-Cheong, Jade J., MD, Assistant Professor 
Wu, John W., MD, Instructor 
Zagardo, Michael T., MD, Assistant Professor 
Zoarski, Gregg H., MD, Assistant Professor 


Professor and Chair 

PaulD. Stolley,M.D.,M.P.H. 

Charlotte Ferencz, MD, MPH, Professor Emeritus 

Primary Faculty 

Anlikrt, Jean, PhD, Research Assistant Professor 

Baquet, Claudia R., MD, MPH, Medical School Associate Professor, 

Associate Dean for Policy and Planning 
Bush, Trudy L., PhD, MHS, Professor 

Chen, T. Timothy, PhD, Medical School Professor (Greenebaum Cancer Center) 
Dischinger, Patricia C, PhD, Research Associate Professor (National Study 

Ferencz, Charlotte, MD, MPH, Professor Emeritus 
Fix, Alan, MD, Assistant Professor 
Flaws, Jodi, PhD, Assistant Professor 
Fredman, Lisa, PhD, Assistant Professor 
Gruber-Baldini, Ann L., PhD, Research Assistant Professor 
Havas, Stephen, MD, MPH, MS, Associate Professor 
Hawkes, William G., PhD, Research Assistant Professor 
Hebel, J. Richard, PhD, Professor 
Kessler, Irving I., MD, DrPH, MPH, Professor 
Kjerulff, Kristen H., PhD, Associate Professor 
Langenberg, Patricia, PhD, Professor 
Lasky, Tamar, PhD, Research Assistant Professor, 

(Center for Health Policy & Research) 
Loffredo, Christopher, PhD, Research Assistant Professor, PI 11 II 
Magaziner, Jay, PhD, MSHyg, Professor 
Magder, Laurence S., PhD, MPH, Assistant Professor 
McCarter, Robert J., ScD, School Associate Professor 

"Part time 

Administration and Faculty I 65 

Rosario, Joana A., MD, MPH, Assistant Professor 

Rubin, Judith D., MD, MPH, School Professor 

Scott, Jane, ScD, MSN, Research Assistant Professor, (National Study Center) 

Sexton, Mary, PhD, MPH, Professor 

Sherwin, Roger, MB,BChir, Professor 

Silbergeld, Ellen K., PhD, Professor 

Stolley, Paul D., MD, MPH, Professor & Chair 

Strickland, George T., MD, PhD, Professor 

Wilson, P. David, PhD, Professor 

Secondary Faculty 

Al-Ibrahim, Mohamed S., MD, ChB, Professor 

Bartman, Barbara, MD, Assistant Professor 

Blattner, William, MD, Professor 

Bleecker, Eugene, MD, Professor 

Boughman, Joann A., PhD, Professor 

Cleghorn, Farley, MD, MPH, Assistant Professor 

Daly, Mel P., MD, Medical School Associate Professor 

Fedder, Donald O., DPH, Professor 

Ferentz, Kevin S., MD, Associate Professor 

Fink, Jeffrey, MD, Assistant Professor 

Flynn, James P.G., MD, Clinical Professor 

Gordon, Janice L., MS, Research Associate 

Hochberg, Marc C, MD, MPH, Professor 

Keogh, James P., MD, Associate Professor 

Kittner, Steven J., MD, MPH, Associate Professor 

Levine, Myrone M., MD, Professor 

McDiarmid, Melissa, MD , Associate Professor 

Meyers, Carole, MD, Assistant Professor 

Meyers, Deborah, PhD, Professor 

Morris, J. Glenn, Jr., MD, Professor 

Nicholson, Wanda, MD, Assistant Professor 

Palley, Howard A., PhD, Professor 

Prenger, Valerie L., PhD, Research Assist Professor 

Price, Thomas R., MD, Professor 

Richardson, James Paul, MD, Associate Professor 

Romberg, Elaine, PhD, Professor 

Rothenberg, Karen H., JD, Professor 

Scott, Jean, RN, DPH, Assistant Professor 

Warren, John W., MD, Professor 

Woodward, Theodore E., MD, Clinical Professor 

Adjunct Faculty 

Alt, Patricia, PhD, Assistant Professor 

Anderson, J. Michael, MD, Clinical Assistant Professor 

Bernstein, Michael T., MD, Assistant Professor 

166 School of Medicine 

Bosco, Lynn MD, Associate Professor 

Brown, Willa, MD, MPH, Assistant Professor 

Colfer, Joan M., MD, MPH, Assistant Professor 

Correa-Villasenor, Adolfo, MD, PhD, Assistant Professor 

Dickersin, Kay, PhD, Associate Professor 

Dwyer, Diane M., MD, Associate Professor 

Eckert, J. Kevin, PhD, Professor 

Eisenberg, Max, PhD, Associate Professor 

Epstein, Robert, MD, MS, Assistant Professor 

Farrell, Katherine P., MPH, Assistant Professor 

Felsenthal, Gerald, MD, Clinical Professor 

Fine, Eric M., MD, MPH, Clinical Assistant Professor 

Fox, Kathleen M., PhD, MHS, Assistant Professor 

Fox, Steven, MD, Associate Professor 

Fujikawa, Janet, DO, Clinical Instructor 

Hinman, Edward J., MD, MPH, FACP, Associate Professor 

Hudson, James I., MD, Medical School Professor 

Kanjarpane, Davesh, MD, Clinical Assistant Professor 

Kazandjian, Vahe A., PhD, MPH, Associate Professor 

Khaliq, Amir, MS. MSHS, PhD, Assistant Professor 

Knatterud, Genell L., PhD, Research Professor 

Kohler, Helen R., PhD, Assistant Professor 

Krakauer, Henry, MD, PhD, Research Associate Professor 

Lange, Robert, MD, MPH, Assistant Professor 

Lurie, Iosif, MD, Professor 

Matuszak, Diane, MD, MPH, Assistant Professor 

McCallum, David B., PhD, Associate Professor 

Nagey, A., MD, PhD, Associate Professor 

Parascandola, Mark, PhD, Assistant Professor 

Reinstein, Leon, MD, Clinical Professor 

Rosenberger, William, PhD, Assistant Professor 

Scherlis, Leonard, MD, Research Professor 

Tayback, Matthew, ScD, Visiting Professor 

Terrin, Michael L., MD, MPH, Research Assistant Professor 

Van Blerk, Gillian Ann, MD, MPH, Assistant Professor 

Weis, Kathleen A., PhD, Assistant Professor 

Wilson, Laura B., PhD, MA, Professor 

Woodward, William E., MD, Research Associate Professor 

Yu-Yahiro, Janet, PhD, Research Associate 

Zimmerly, James G., MD, MPH, LLB, Clinical Associate Professor 

Zimmerman, Sheryl I., PhD, Assistant Professor 

Administration and Faculty 167 


Professor and Chair 
Herbert L. Muncie Jr., MD 

Aszalos, Rita M., MD, Clinical Instructor 

Barnet, Elizabeth, MD, School Associate Professor 

Berman, Brian, MD, School Associate Professor 

Daly, Mel P., MD, School Associate Professor 

DeForge, Bruce, PhD, Assistant Professor 

Esege, Alistair, MD, Clinical Instructor 

Ferentz, Kevin S., MD, School Associate Professor 

Hill, C. Earl, MD, Associate Professor 

Keay, Timothy J., MD, School Associate Professor 

Khanna, Niharika, MD, School Assistant Professor 

Lao, Lixing, PhD, Research Assistant Professor 

Patel, Alkesh, MD, School Assistant Professor 

Rooks-Worrell, Yvette, MD, School Assistant Professor 

Rose, Vivienne, MD, Clinical Instructor 

Ruthman, Karen, MD, School Assistant Professor 

Siegel, Neil, MD, School Assistant Professor 

Stewart, David L., MD, MPH, School Associate Professor 

Taler, George, MD, School Assosciate Professor 

Taylor, Gregory H., MD, School Assistant Professor 

Terrell, Thomas, MD, School Assistant Professor 

Tucker, Andrew, MD, School Assistant Professor 

Warrington, Verlyn, MD, Clinical Instructor 

Williams, Dave, MD, School Assistant Professor 

Part-Time Faculty 

Blandin-Clark, Margaret, LCSW, Clinical Assistant Professor 

Boyle, Therese, MD, Clinical Instructor 

Delgado, Maria E., MD, Instructor 

Duncan, Robert, MD, Clinical Assistant Professor 

Kelleher, Mary, MD, Clinical Instructor 

Michocki, Robert J., PharmD, School Associate Professor 

Skotzko, Christine, MD, Clinical Instructor 

Vazzano, Anthony, MD, Clinical Assistant Professor 

Volunteers and Preceptors 

Adamo, Charles P., MD, Clinical Instructor 

Birchess, Damian, MD, Clinical Assistant Professor 

Booth, Carol, MD, Clinical Instructor 

Bosley, James, MD, Clinical Instructor 

Carrier, Judith, M., MD, Clinical Instructor 

Colgan, Richard, MD, Clinical Instructor 

1 68 School of Medicine 

Compton, Nancy M., MD, Clinical Instructor 

Coughlin, Robert M., MD, Clinical Instructor 

Courtney, Leo A., MD, Clinical Instructor 

Crowther, Christy L., RN, MS, CRNP, Clinical Instructor 

Davis, Tammi, MD, Clinical Instructor 

Digerolamo, Albert, MD, Clinical Assistant Professor 

Domenick, Mark T., MD, Instructor 

Forman, Jonathan, MD, Clinical Instructor 

Gayle, Michael E., MD, Clinical Instructor 

Goedeke, Rebecca A., MD, Clinical Instructor 

Hakkarinen, William, MD, Clinical Assistant Professor 

Hogan, Kevin, MD, Clinical Instructor 

Holmes, A. Clark, MD, Clinical Instructor 

Johnson, Thomas G., MD, Clinical Assistant Professor 

Jones-Lukacs, Elizabeth, MD, Clinical Instructor 

Kaminski, Mitchell A., MD, Clinical Assistant Professor 

Klapper, Mitchell, MD, Clinical Instructor 

Lamm, William D., MD, Clinical Instructor 

Lazar, Lea, MD, Clinical Instructor 

Lavy, Richard, MD, Clinical Professor 

Lewis, Roger A., MD, Clinical Instructor 

Lipsitz, Cynthia, MD, M.P.H., Clinical Instructor 

Loreck, Ellen S., MS, Clinical Instructor 

Marks, William A., MD, Clinical Instructor 

Mathew, Meera M., MD, Clinical Instructor 

Nallin, Eugene P. Jr., MD, Clinical Instructor 

Naumann, Walter K., MD, Clinical Instructor 

Niehoff, Michael J., MD, Clinical Assistant Professor 

Peeke, Pamela, MD., MPH, Clinical Assistant Professor 

Posner, Marc, MD, Clinical Instructor 

Poulsen, Norman, MD, Clinical Assistant Professor 

Preslan, Mark, MD, Clinical Assistant Professor 

Richardson, James P., MD, MPH, Clinical Associate Professor 

Richie, Emily, MD, Clinical Instructor 

Riggle, Martha A., MD, Clinical Instructor 

Rixey, Sallie, MD, MS, Clinical Assistant Professor 

Saluja, Darshan, MD, Clinical Instructor 

Scheerer, Michael, MD, Clinical Instructor 

Schwalm, Karl E., MD, Instructor 

Stegman, Charles, Ml), Clinical Instructor 

Steinberg, John, MD, Medical School Assistant Professor 

Stoltzfus, George B., MI), Clinical Instructor 

Wagoner, Gary L., MD, Clinical Instructor 

Wicks, Kanthi, MI), Clinical Instructor 

Wilson, Larry, MD, Clinical Assistant Professor 

Wright, John, PhD, Clinical Assistant Professor 

Administration and Faculty 169 

Zajano, David, MD, Clinical Assistant Professor 
Zebley, Joseph W. Ill, MD, Clinical Assistant Professor 


Professor and Chair 

Denise M. Harmening, PhD 

Adams, Karen, MA, MT(ASCP), Clinical Instructor 

Alonsonzana, Edgar, MD, Assistant Professor 

Azzazy, Hassan, PhD, Assistant Professor 

Caldwell, Barbara S., BS, MT(ASCP), Clinical Instructor 

Carnahan, Amy, MS(ASCP) School Assistant Professor 

Cartwright, Willie, MS, MT(ASCP), School Assistant Professor 

Christenson, Robert, PhD, Associate Professor 

Ciesla, Betty, MS, MT(ASCP), School Assistant Professor 

Cummings, Patrick J., ScD, MT(ASCP), Assistant Professor 

Danishefsky, Avis, PhD, Assistant Professor 

Flodstrom, Glenn C, MS, MT(ASCP), School Assistant Professor 

Fonong, Tekum, PhD, Research Assistant Professor 

Gilman, Allan, MS, MT(ASCP), Clinical Instructor 

Goldberger, Bruce A., PhD, Adjunct Assistant Professor 

Griffey, Paul, MBA, MT(ASCP), Assistant Professor & Manager of Faculty 

Practice Plan 
Hadfield, Jillaine, MS, MT(ASCP), Clinical Instructor 
Harmening, Denise M., PhD, MT(ASCP), CLS(NCA), Chair and Professor 
Jacobs, Maryce, PhD., Adjunct Assistant Professor 
Johnson, Lisa J., MHS, MT(ASCP), Clinical Instructor 
Langerman, Solomon, PhD, Adjunct Assistant Professor 
Mantaring, Myrna, MS, MCI, MT(ASCP), Clinical Instructor 
Roberts, Chester R., PhD, Adjunct Assistant Professor 
Schenerman, Mark, PhD, Adjunct Assistant Professor 
Schwalbe, Richard, PhD, Assistant Professor 
Sendelbach, Louis, PhD, Adjunct Assistant Professor 
Sorace, James, PhD, Adjunct Assistant Professor 
Taghizadeh, Mitra, MS, MT(ASCP), Clinical Assistant Professor 
Torpey III, David, PhD, Assistant Professor 
Vucenik, Ivana, PhD, Assistant Professor & Graduate Director 
Wright, Patricia, BA, MT(ASCP), Adjunct Clinical Instructor 

170 School of Medicine 


Professor and Interim Chair 
Frank M. Calia, MD 

Philip A. Mackowiak, MD, Professor and Vice-Chair 

Susan D. Wolfsthal, MD, Associate Professor and Director, 
Residency Training Program; Associate Chair/Education 

Emeritus Faculty 

Edward F. Cotter, MD, Clinical Associate Professor Emeritus 

Sheldon E. Greisman, MD, Professor Emeritus 

Yu Chen Lee, MD, Medical School Professor Emeritus 

Samuel Morrison, Clinical Associate Professor Emeritus 

Leonard Scherlis, Professor Emeritus 

Robert T. Singleton, MD, Associate Professor Emeritus 

Merrill J. Snyder, PhD, Research Professor Emeritus 

Theodore E. Woodward, MD, MACP, Professor and Chair Emeritus 

Albuquerque, Edson X., MD, PhD, Professor (Pharmacology) 

Alevizatos, Aristides C, MD, Clinical Assistant Professor 

Al-Ibrahim, Mohamed S., MB,ChB, Medical School Professor 

Ammlung, Robert, MD, Clinical Instructor 

Anthony, William C, MD, Clinical Assistant Professor 

Applefeld, Mark M., MD, Associate Professor 

Argento, Nicholas B., MD, Clinical Assistant Professor 

Ayash, Raja E., MD, Clinical Assistant Professor 

Barbour, Deborah J., MD, Clinical Associate Professor 

Barish, Robert A., MD, Medical School Professor (Surgery) 

Beidas, Sary O., MBBS, Clinical Assistant Professor 

Bell, Stuart B., MD, Clinical Assistant Professor 

Benesh, Samuel I., MD, Clinical Instructor 

Blaustein, Mordecai P., MD, Professor (Physiology) 

Blume, Michael H., MD, Clinical Assistant Professor 

Bolgiano, Edward B., MD, Medical School Associate Professor (Surgery) 

Booher, Catherine A, Clinical Instructor 

Boston, Jose', MD, Clinical Assistant Professor 

Boyer, George M., MD, Clinical Assistant Professor 

Breza, George M., MD, Clinical Assistant Professor 

Browne, Brian J. MD, Medical School Professor (Surgery) 

Buescher, Philip C, MD, Clinical Assistant Professor 

Bussey-Jones, Jada C, MI), Clinical Assistant Professor 

Calia, Frank M., Ml), Professor and Interim Chairman/Yke Dean 

Chappell, Thomas E., MI), Clinical Assistant Professor 

Chaudry, Madhu, MBBS, Clinical Instructor 

Administration and Faculty 171 

Chodroff, Charles H., MD, Clinical Instructor 

Cole, Enser W., Ill, MD, Clinical Instructor 

Collins, Michael T., MD, Clinical Instructor 

Costa, Joseph J., MD, Clinical Assistant Professor 

Davidson, William B., MD, Clinical Assistant Professor 

Dear, William, MD, Clinical Instructor 

Diamond, Richard I., MD, Clinical Instructor 

Dibos, Pablo E., MD, Clinical Assistant Professor 

Edgar, Paul J., MD, Clinical Instructor 

Edwards, Willarda V., MD, Clinical Instructor 

Evelius, John T., MD, Clinical Instructor 

Fay, Betsy A., MD, Clinical Instructor 

Feldman, Naomi R., MD, Clinical Assistant Professor 

Felipa, Victor R., MD, Clinical Associate Professor 

Fiscus, Jane A., MD, Clinical Instructor 

Fiscus, Wilber G., MD, Clinical Assistant Professor 

Fleury, Mary L., MD, Clinical Instructor 

Fleury, Paul R., MD, Clinical Instructor 

Flowers, William, MD, Clinical Assistant Professor 

Foley, H.T., MD, JD, Clinical Associate Professor 

Freeland, Howard S., MD, Clinical Assistant Professor 

Frielander, Neal M., MD, JD, Clinical Assistant Professor 

Friedman, Howard R., MD, Clinical Instructor 

Gaber, Jeffrey D., MD, Clinical Assistant Professor 

Gallagher, Martin W. Jr., MD, Clinical Assistant Professor 

Gallo, Robert C, MD, Professor (UMBI) 

Geckler, Ronald W., MD, Clinical Associate Professor 

Gitter, Jonathan, MD, Clinical Instructor 

Gloth, F. Michael III, Clinical Assistant Professor 

Gold, Barry S., MD, Clinical Assistant Professor 

Goldscher, David A., MD, Clinical Instructor 

Goodman, Jay S., MD, Clinical Professor 

Grenzer, Louis E., MD, Clinical Associate Professor 

Greene, Linda D., MD, Clinical Assistant Professor 

Groleau, Georgina A., MD, Medical School Assistant Professor (Surgery) 

Hadley, Tammy D., MD, Clinical Instructor 

Hardesty, Daniel C, MD, Clinical Assistant Professor 

Heinritz, Colen C, MD, Clinical Assistant Professor 

Hijab, Wally S., MB,ChB, Clinical Assistant Professor 

Hitzig, Pietr, MD, Clinical Instructor 

Hobbins, Thomas E., MD, Clinical Associate Professor 

Hoesch, Charles F., MD, Clinical Instructor 

Hoffman, Ian B., MD, Clinical Assistant Professor 

Hyle, Michael A., MD, Clinical Instructor 

Jacobs, Stuart, L. MD, Clinical Assistant Professor 

Jerrard, David, MD, Medical School Associate Professor (Surgery) 

172 School of Medicine 

Johnson, Sandra E.C.O., MD, Clinical Assistant Professor 

Kaiser, Margaret A., MD, Clinical Assistant Professor 

Karacuchansky, Miguel, MD, Clinical Assistant Professor 

Karpers, Bernard S., MD, Clinical Assistant Professor 

Katz, Stephen J., MD, Clinical Assistant Professor 

Kent, Robert R., MD, Clinical Instructor 

Kerns, William B., MD, Clinical Instructor 

Keys, Iris R., MD, Clinical Assistant Professor 

Kimmel, Alan L., MD, Clinical Instructor 

Le, Loc T., MD, Clinical Assistant Professor 

Lecuona, Sonya J., MD, Clinical Assistant Professor 

Levine, Jerry I., MD, Clinical Assistant Professor 

Levine, Marshall A., MD, Clinical Assistant Professor 

Liberto, Robert T., MD, Clinical Assistant Professor 

Lowder, Gerald M., MD, Clinical Assistant Professor 

Mackowiak, Philip A., MD, Professor 

MacLean, Douglas, PhD, Adjunct Professor 

Mallott, David B., MD, Assistant Professor (Psychiatry) 

Mardelli, T. Joseph, MBBCH, Clinical Assistant Professor 

Mazzocco, Victor E., MD, Clinical Associate Professor 

McConville, John H., MD, Clinical Assistant Professor 

Mead, Jr., Joseph A., MD, Clinical Professor 

Medalie, G. Robert, MD, Clinical Instructor 

Miller, Edward M., MD, Clinical Assistant Professor 

Mishkin, David A., MD, Clinical Assistant Professor 

Moran, George W., MD, Clinical Associate Professor 

Mugmon, Marc A., MD, Clinical Assistant Professor 

Mulholland, John H., MD, Clinical Associate Professor 

Notarengelo, Joseph D., MD, Clinical Assistant Professor 

Olshaker, Jonathan S., MD, Medical School Associate Professor (Surgery) 

O'Mahony, Janet M., Clinical Assistant Professor 

Panhuysen, Carolien I., MD, Adjunct Instructor 

Panzarella, Philip F., MD, Clinical Instructor 

Pargament, Jeffrey M., MD, Clinical Instructor 

Parshall, James W., MD, Clinical Instructor 

Passen, Martin I., MD, Clinical Assistant Professor 

Perez-Alard, Jorge, MD, Clinical Instructor 

Perpall, Arthur E., MD, Medical School Assistant Professor (Surgerv) 

Rapoport, Morton I., Ml), Professor 

Raskin, Howard F., MD, Clinical Associate Professor 

Reed, John P., MD, Clinical Instructor 

Reichmister, Jerome P., MD, Clinical Associate Professor (Surgery) 

Reider, Ruben, MD, Clinical Instructor 

Rosenberg, Bruce E., MI), Clinical Instructor 

Ruppert, Gary B.,MD, Clinical Assistant Professor 

Salkeld, John, Ml), Clinical Assistant Professor 

Administration and Faculty 173 

Samuels, Caroline, MD, Clinical Assistant Professor 

Schaefer, Edward W., MD, Clinical Assistant Professor 

Scharff, David S., MD, Clinical Instructor 

Schmidt, Marcia C, MD, Clinical Assistant Professor 

Schwartz, David A., DO, Clinical Instructor 

Shamszad, Mahin, MD, Clinical Assistant Professor 

Sheehan, Charles E., MD, Clinical Instructor 

Sheer, Leon G., MD, Clinical Instructor 

Shen, Steve Yu-Liang, MD, Clinical Associate Professor 

Sheridan, Martin E., MD, Clinical Instructor 

Shocket, Robert B., MD, Clinical Assistant Professor 

Shuhart, Dwayne, MD, Clinical Instructor 

Simpler, Dana S., MD, Clinical Instructor 

Sloane, Peter J., MD, Clinical Assistant Professor 

Sneed, Ernest J., MD, Clinical Instructor 

Sobel, Tamara S., MD, Clinical Assistant Professor 

Spiggle, Wayne S., MD, Clinical Associate Professor 

Strain, Francis X., MD, Clinical Assistant Professor 

Streyle, Edward H., BSN, Clinical Assistant Professor 

Taylor, Henry G., MD, Clinical Instructor 

Todd, Nevins W., MD, Clinical Assistant Professor 

Tso, Elizabeth, MD, Medical School Associate Professor (Surgery) 

Updike, Ralph E., MD, Clinical Assistant Professor 

Vidaver, Lawrence, MD, Clinical Instructor 

Walker, Stanley, MD, Clinical Assistant Professor 

Webber, Jan D., MD, Clinical Assistant Professor 

Whye, DePriest W., MD, Clinical Assistant Professor (Surgery) 

Wilson, Donald E., MD, Professor and Dean 

Wilson, Thomas S., Clinical Instructor 

Winn, Daniel J., MD, Clinical Instructor 

Winston, Reed A., MD, PhD, Clinical Assistant Professor (Surgery) 

Wolfsthal, Susan D., MD, Medical School Associate Professor and Director, 

Residency Training Program; Vice Chair/Education 
Xu, Jianfeng, MD, MPH, Assistant Professor 
Yen, Michael C, MD, Clinical Associate Professor 
Yorkoff, Benjamin K., MD, Clinical Assistant Professor 
Zajac, Christophe J., MD, Clinical Instructor 
Zolet, David E., MD, Clinical Assistant Professor 
Zygler, Samuel, MD, Clinical Assistant Professor 

74 School of Medicine 


Herbert Berger Professor of Medicine and Head 
Robert A. Vogel, MD 

Aiello, David B., MD, Clinical Assistant Professor 

Altshuler, Jonathan A., MD, Clinical Assistant Professor 

Badro, Bassim, MD, Clinical Instructor 

Balke, C. William, MD, Associate Professor 

Benitez, Roberto M., MD, Medical School Assistant Professor 

Bennett, Susan K., MD, Clinical Assistant Professor 

Bittar, George D., MD, Clinical Assistant Professor 

Bush, Trudy L., PhD, Professor (Epidemiology) 

Carliner, Nathan H., MD, Medical School Professor 

Chopra, Ashok K., MD, Clinical Instructor 

Cohen, Miriam L., MD, Clinical Assistant Professor 

Corretti, Mary C, MD, Medical School Associate Professor 

Cummings, Charles C, MD, Clinical Assistant Professor 

Doyle, Kevin J., MD, Clinical Assistant Professor 

Fisher, Michael L., MD, Medical School Professor 

Freudenberger, Ronald S., MD, Assistant Professor 

Froman, Deborah M., RN, Clinical Instructor 

Gellman, Joel, MBBCh, Assistant Professor 

Gold, Michael R., MD, PhD, Associate Professor 

Gottlieb, Sidney O., MD, Clinical Associate Professor 

Gottlieb, Stephen S., MD, Associate Professor 

Gurbel, Paul A., MD, Clinical Assistant Professor 

Hajj, Makram Y., MD, Clinical Assistant Professor 

Havas, Stephen W., MD, Medical School Associate Professor (Epidemiology) 

Herzog, William R. Jr., MD, Medical School Assistant Professor 

Insel, Jerald, MD, Clinical Assistant Professor 

Jackson, David S., MD, Clinical Assistant Professor 

Jerome, Scott D., DO, Clinical Instructor 

Kastor, John A., MD, Professor 

Keleman, Michael H., MD, Clinical Assistant Professor 

Kim, Hyun J., MD, Clinical Instructor 

Kircher, Barbara J., MD, Clinical Assistant Professor 

Lang, Jay M., DO, Clinical Instructor 

Laskey, Warren K., MD, Medical School Professor 

Magram, Martin Y., MD, Clinical Assistant Professor 

Meilman, Henry, MD, Clinical Assistant Professor 

Miller, Michael, MD, Medical School Associate Professor 

Moghbeli, Homayoon, MD, Clinical Instructor 

Morris, Frank H., MD, Clinical Instructor 

Nair, Vijayachandra S., MI), Clinical Instructor 

Narun, Lawrence G., Ml), Clinical Instructor 

Administration and Faculty I 75 

Okun, Marc, MD, Clinical Assistant Professor 
Olsovsky, Mary R., MD, Visiting Clinical Instructor 
Peters, Robert W., MD, Medical School Professor 
Plack, Raymond, MD, Clinical Assistant Professor 
Plantholt, Stephen J., MD, Clinical Instructor 
Plotnick, Gary D., MD, Medical School Professor 
Pollock, Stephen H., MD, Clinical Instructor 
Pressel, Michael D., MD, Clinical Instructor 
Quartner, Jeffrey L., MD, Clinical Assistant Professor 
Ramirez, Jorge M., MD, Clinical Assistant Professor 
Reiber, Johan H.C., PhD, Adjunct Professor 
Reilly, Joseph M., MD, Clinical Assistant Professor 
Ricely, James C, DO, Clinical Assistant Professor 
Robinson, Shawn W., MD, Assistant Professor 
Rodriguez, Samuel, MD, Clinical Assistant Professor 
Roffiman, David S., PharmD, Research Assistant Professor 
Rubinstein, Michael N., MD, Clinical Instructor 
Schaeffer, Allen H., MD, Clinical Assistant Professor 
Schechter, Ronald D., MD, Clinical Assistant Professor 
Sharma, Susheel K., MD, Clinical Assistant Professor 
Shorofsky, Stephen R., MD, PhD, Assistant Professor 
Stafford, J. Lawrence, MD, Medical School Assistant Professor 
Suddath, William O., MD, Clinical Instructor 
Sutton, Frederick J., MD, Clinical Associate Professor 
Valenti, Stephen A., MD, Clinical Assistant Professor 
Vogel, Robert A., MD, Professor and Head 
Whipps, Randolph G., MD, Clinical Assistant Professor 
Wohl, Barry, MD, Clinical Assistant Professor 
Zawodny, Robert V., MD, Clinical Assistant Professor 
Zimrin, David, MD, Clinical Instructor 
Ziskind, Andrew A., MD, Medical School Associate Professor 
Zoda, Albert R., MD, Clinical Assistant Professor 


Professor and Head 
Alan R. Shuldiner, MD 

Beamer, Brock A., MD, Clinical Instructor 

Celi, Francesco S., MD, Visiting Assistant Professor 

Harper, Michael, MD, Clinical Instructor 

McLenithan, John C, PhD, Research Assistant Professor 

Shuldiner, Alan R., Professor and Head 

Silver, Kristi D., MD, Assistant Professor 

Streeten, Elizabeth A., Clinical Assistant Professor 

1 76 School of Medicine 


Professor and Head 
John F. Wilber, MD 

Allen, Elsie M., MD, Medical School Associate Professor 

Carnell, Nathan E., MD, Clinical Assistant Professor 

Cheikh, Issam E., MD, Clinical Associate Professor 

Dicke, James A., MD, Clinical Assistant Professor 

Donner, Thomas W., MD, Medical School Assistant Professor 

Haines, Stuart T., PharmD, Clinical Instructor (Pharmacy) 

Hamilton, Bruce P., MB,ChB, Professor 

Hamilton, Jennifer H., BM,BcH, Medical School Assistant Professor 

Hausner, Peter MD, Professor (Psychiatry) 

Janoski, Alfonso H., MD, Clinical Assistant Professor 

Kling, Mitchel A., MD, Associate Professor (Psychiatry) 

Lawrence, George D., MD, Clinical Associate Professor 

Mersey, James H., MD, Clinical Associate Professor 

Pavlov, Eugenia P., MD, Clinical Assistant Professor 

Szkudlinski, Mariusz W., MD, PHD, Research Assistant Professor 

Valente, William A., MD, Clinical Associate Professor 

Weintraub, Bruce D., MD, Medical School Professor 

Wilber, John F., MD, Professor and Head 


Professor and Head 
Stephen P. James, MD 

Abraham, John M., PhD, Research Assistant Professor 
Baum, Richard A., MD, Clinical Associate Professor 
Bloom, Peter D., MD, Clinical Instructor 
Boedeker, Edgar C, MD, Medical School Professor 
Cox, Michael E., MD, Clinical Assistant Professor 
Darwin, Peter E., MD, Medical School Assistant Professor 
Dutta, Sudhir K., MBBS, Clinical Professor 
Fantry, George T., MD, Medical School Associate Professor 
Fishbein, David M., MD, Clinical Assistant Professor 
Goldberg, Neil D., MD, Clinical Assistant Professor 
Greenwald, Bruce D., MD, Medical School Assistant Professor 
Haluszka, Oleh, MD, Medical School Assistant Professor 
Hofkin, Gerald A., MD, Clinical Assistant Professor 
Howell, Charles D., MD, Medical School Associate Professor 
James, Stephen P., MD, Professor and Head 
Laurin, Jacqueline M., MD, Medical School Assistant Professor 

Administration and Faculty I 77 

Mathieson, Robert D., MD, Clinical Assistant Professor 
Meltzer, Stephen J., MD, Professor 
Mills, Lawrence E. Jr., MD, Clinical Assistant Professor 
Morrison, Stanley A., MD, Clinical Assistant Professor 
Narang, Ashok, MBBS, Clinical Assistant Professor 
Pichney, Lisa S., MD, Clinical Assistant Professor 
Posner, David B., MD, Clinical Assistant Professor 
Rosenthal, Linda E., MD, Clinical Assistant Professor 
Rutherford, Robin E., MD, Medical School Assistant Professor 
Saltzberg, David M., MD, Clinical Assistant Professor 
Schreiber, Jonathan B., MD, Clinical Assistant Professor 
Souza, Rhonda F., MD, Assistant Professor 
Williams, Richard B., MD, Clinical Associate Professor 
Wilson, Keith D., MD, Assistant Professor 


Medical School Assistant Professor and Head 
Louis J. Domenici, M.D. 

Akin, Barbara V., MD, Clinical Assistant Professor 

Bartman, Barbara J., MD, Assistant Professor 

Bonner, Mack, MD, Clinical Assistant Professor 

Brockington, McNeal III, MD, Clinical Assistant Professor 

Brown, Angela J., MD, Medical School Assistant Professor 

Brown, David M., MD, Clinical Assistant Professor 

Cloeren, Mariane, MD, Clinical Assistant Professor 

Domenici, Louis J., MD, Medical School Assistant Professor and Head 

Fairchild, Emily S., MD, Medical School Assistant Professor 

Ferguson, Robert P., MD, Clinical Professor 

Foxwell, Milford M., MD, Medical School Assistant Professor, Associate Dean for 

Goldstein, Norman L, MD, Clinical Assistant Professor 
Gordon, Janice L., MS, Research Assistant Professor 
Hemani, Alnoor G., MD, Medical School Assistant Professor 
Hooper, Frank J., ScD, Research Assistant Professor 
Jablonover, Michael R. MD, Medical School Assistant Professor 
Keogh, James P., MD, Medical School Associate Professor 
Kiwan, Nada, MD, Clinical Assistant Professor 
Kushner, Herbert A., MD, Medical School Associate Professor 
Lee, Jae Y., MD, Clinical Instructor 
Levitt, Alan F., MD, Medical School Assistant Professor 
Lowitt, Nancy R., MD, Medical School Assistant Professor, Associate Dean, 

Marshall, Sandra T., MD, Medical School Assistant Professor 

78 School of Medicine 

Mathew, Aleyamma J., MD, Clinical Assistant Professor 

McDiarmid, Melissa A., MD, Medical School Associate Professor 

Milner, Carl E., MD, Clinical Instructor 

Moy, Ernest M., MD, Clinical Assistant Professor 

Oken, Harry A., MD, Clinical Associate Professor 

O'Toole, Tara, MD, Clinical Assistant Professor 

Parker, Donna L., MD, Clinical Associate Professor, Assistant Dean for 

Randall, Louis N., MD, Clinical Assistant Professor 
Rastegar, Darius A., MD, Clinical Assistant Professor 
Schendel, Kevin G., MD, Clinical Assistant Professor 
Scott, Jane D., ScD, Research Assistant Professor (Epidemiology) 
Snow, Dorothy A., MD, Medical School Associate Professor 
Souweine, Edward T., MD, Clinical Assistant Professor 
Staropoli, Catherine A., MD, Clinical Assistant Professor 
Stolley, Paul D., MD, Professor (Epidemiology) 
Tasker, David J., MD, Medical School Assistant Professor 
Weber, Lawrence D., MD, Medical School Assistant Professor 
Yim, Gloria, MD, Medical School Assistant Professor 
Yim, Kenneth B., MD, Clinical Instructor 
Young, Cecilia T., MD, Clinical Assistant Professor 


Professor and Head 

Myron M. Levine, MD, DTPH 

Barry, Eileen M., PhD, Research Assistant Professor 

Blattner, William A., MD, Professor 

Cleghorn, Farley R., MBBS, Assistant Professor 

Clemens, John D., MD, Research Associate Professor 

Clyde, David F., MD, PhD, Research Professor 

Danella, Rose D., PhD, Research Assistant Professor 

Edelman, Robert, MD, Professor 

Fasano, Alessio, MD, Associate Professor (Pediatrics) 

Formal, Samuel B., PhD, Research Professor 

Galen, James E., PhD, Research Assistant Professor 

Gomez, Oscar G., MD, Visiting Clinical Instructor 

Kaper, James B., PhD, Professor (Microbiology) 

KotlofT, Karen L., MD, Associate Professor (Pediatrics) 

Lanata, Claudio F., MD, Clinical Assistant Professor 

Levine, Myron M M MD, DTPH, Professor and \ had 

Losonsky, Genevieve A., MD, Medical School Associate Professor (Pediatrics) 

Nataro, James P., MD, PhD, Assistant Professor (Pediatrii 

Noriega, Fernando R., MD, Assistant Professor (Pediatrii 

Administration and Faculty I 79 

Perry, Judith, MD, Clinical Assistant Professor (Pediatrics) 

Rhead, James, PhD, Psychologist 

Plowe, Christopher J., MD, Assistant Professor 

Pumpuni, Charles B., PhD, Research Assistant Professor 

Rennels, Margaret B., MD, Assistant Professor (Pediatrics) 

Rhead, John C, PhD, Psychologist 

Robins-Browne, Roy M., MD, PhD, Adjunct Research Professor 

Strickland, G. Thomas, MD, PhD, Professor (Microbiology) 

Sztein, Marcello B., MD, Associate Professor (Pediatrics) 

Tacket, Carol O., MD, Professor 

Taylor, David N., MD, Research Associate Professor 

Trucksis, Michele M., MD, PhD, Assistant Professor 

Walker, Richard I., PhD, Adjunct Professor 

Wasserman, Steven S., PhD, Research Associate Professor 

Woodward, William E., MD, Clinical Associate Professor 


Professor and Head 
Andrew P. Goldberg, MD 

Alvarez, Consuelo M., MD, Clinical Instructor 
Berman, Dora M., PhD, Research Assistant Professor 
Bradham, Douglas D., DrPH, Research Associate Professor 
Canfield, Gerald C, PhD, Adjunct Assistant Professor 
Cogen, Raymond E., MD, Clinical Associate Professor 
Colvin, Perry L. Jr., MD, Medical School Assistant Professor 
Daly, Mel P., MD, Assistant Professor (Family Medicine) 
Dennis, Karen E., PhD, Research Professor 
Fonong, Tekum, PhD, Research Assistant Professor 
Gardner, Andrew W., PhD, Research Associate Professor 
Goldberg, Andrew P., MD, Professor and Head 
Goldman, William F., PhD, Assistant Professor (Physiology) 
Hagberg, James M., PhD, Adjunct Professor 
Heuser, Mark D., MD, Assistant Professor 
Howard, Barbara V., PhD, Adjunct Professor 
Hurley, Bernard F., PhD, Adjunct Professor 
Katzel, Leslie, I., MD, PhD, Research Associate Professor 
Macko, Richard F., MD, Assistant Professor (Neurology) 
Magaziner, Jay S., PhD, Professor (Epidemiology) 
May, Conrad, MD, Medical School Assistant Professor 
Nicklas, Barbara J., PhD, Research Assistant Professor 
Poehlman, Eric T., PhD, Adjunct Professor 
Ranjani, Sunil, MD, Clinical Instructor 
Robbins, David C, MD, Adjunct Professor 

180 School of Medicine 

Rogus, Ellen M., PhD, Research Assistant Professor 

Ryan, Alice S., PhD, Research Assistant Professor 

Saunders, Sharon E., iMD, Clinical Assistant Professor 

Sherwin, Roger W., MBBCh, Professor (Epidemiology) 

Silver, Kenneth H.C., Medical School Associate Professor (Neurology) 

Sorkin, John D., MD, Research .Assistant Professor 

Taler, George A., MD, Medical School Assistant Professor (Family Medicine) 

Tomoyasu, Naomi J., PhD, Research Assistant Professor 

Waldstein, Shari R., PhD, Research Assistant Professor 

Wertheimer, Debra S., MD, Clinical Assistant Professor 


Medical School Associate Professor and Head 
Barry R. Meisenberg, MD 

Bachur, Nicholas R., MD, PhD, Professor 

Borden, Ernest C, MD, Professor 

Conley, Barbara A., MD, Clinical Associate Professor 

Dawson, Ben R., MD, Associate Professor (Pathology) 

DeLuca, Russell R., MD, Clinical Assistant Professor 

Doyle, Austin L., MD, Medical School Associate Professor 

Egorin, Merrill J., MD, Professor 

Ezrine, Karen M., MD, Clinical Assistant Professor 

Fassas, Athanasios, MD, Medical School Assistant Professor 

Feldman, Marvin J., MD, Clinical Assistant Professor 

Fenton, Robert G., MD, PhD, Medical School Associate Professor 

Fontana, Joseph A., MD, PhD, Professor 

Fox, Michele H., MD, Medical School Associate Professor 

Hausner, Petr F., MD, PhD, Visiting Assistant Professor 

Heyman, Meyer R., MD, Medical School Associate Professor 

Hussain, Arif, MD, Medical School Associate Professor 

Jiji, Rouben M., MD, Clinical Associate Professor 

Kaplan, Richard S., MD, Clinical Associate Professor 

Karp, Judith E., MD, Medical School Professor 

Knight, Clement B., MBChB, Clinical Assistant Professor 

Koutrelakos, Nicholas W., MD, Clinical Assistant Professor 

Meisenberg, Barry R., Medical School Associate Professor and 1 lead 

Minford, Jon K, MD, Clinical Assistant Professor 

Nimmagadda, Gayatri D., MD, Clinical Instructor 

Rapoport, Aaron P., MD, Assistant Professor 

Rishi, Arun K, PhD, Research Assistant Professor 

Ross, Douglas D., MD, PhD, Professor 

Samaniego, Felipe, MD, Assistant Professor 

SchimpfT, Stephen C, Mi). Professor 

Administration and Faculty 181 

Sensenbrenner, Lyle L., MD, Clinical Professor 

Stass, Sanford A., MD, Professor (Pathology) 

Tkaczuk, Katherine H., MD, Medical School Assistant Professor 

Tricot, Guido J., MD, Medical School Professor 

Van Echo, David A., MD, Medical School Professor 

Yang, Sandra Y., MS, Clinical Instructor 


Professor and Head 

J. Glenn Morris, MD, MPH&TM 

Johnson, Judith A., PhD, Research Assistant Professor (Pathology) 

Kreger, Arnold S., PhD, Visiting Professor 

Morris, J. Glenn, MD, MPH&TM, Professor and Head 

Powell, Jan L., PhD, Clinical Instructor 

Roghmann, Mary-Claire, MD, Assistant Professor 

Sulakvelidze, Alexander, PhD, Research Assistant Professor 


Medical School Associate Professor and Head 
Elijah Saunders, MD 


Professor and Head 
John W. Warren, MD 

Alexander, Carla S., MD, Medical School Assistant Professor 

Campbell, Wayne S., MD, Clinical Associate Professor 

Cross, Alan S., MD, Medical School Professor 

DeTolla, Louis J. Jr., PhD, VMD, Research Associate Professor 

Donnenberg, Michael S., MD, Associate Professor 

Fantry, Lori E., Assistant Professor 

Faris, Sima L., MD, Medical School Assistant Professor 

Furth, Priscilla A., MD, Assistant Professor 

Gitterman, Steven R., MD, Adjunct Assistant Professor 

Goldblum, Simeon E., MD, Professor 

Johnson, David E., PhD, Research Associate Professor 

Keay, Susan K., MD, PhD, Associate Professor 

Kim, Jerome, MD, Clinical Assistant Professor 

Kleinberg, Michael E., MD, PhD, Medical School Associate Professor 

1 82 School of Medicine 

Lambert, John S., MD, Assistant Professor 

Lehrer, Robert I., MD, Adjunct Professor 

Levin, Michael L., MD, Clinical Assistant Professor 

Li, Minglin, PhD, Clinical Instructor 

Margolis, David M., MD, Clinical Assistant Professor 

Mobley, Harry L.T., PhD, Professor (Microbiology) 

Oldach, David W., MD, Assistant Professor 

Powers, John D., MD, Assistant Professor 

Redfield, Robert R., MD, Professor 

Schwalbe, Richard S., PhD, Assistant Professor (Pathology) 

Standiford, Harold C, MD, Medical School Professor 

Tiernan, Rosemary, MD, Assistant Professor 

Tramont, Edmund C, MD, Clinical Professor 

Trifillis, Anna L., PhD, Associate Professor (Pathology) 

Walsh, Thomas J., MD, Adjunct Professor 

Warren, John W., MD, Professor and Head 

Weidle, Paul J., PharmD, Clinical Assistant Professor 

Wolde-Rufael, Daniel A., MD, Clinical Assistant Professor 


Medical School Professor and Head 
Matthew R. Weir, MD 

Amin, Akshay N., MD, Clinical Assistant Professor 

Bartlett, Stephen T., MD, Professor (Surgery) 

Behrens, Mary T., MD, Clinical Assistant Professor 

Bryan, Cedric W., MBBS, Clinical Assistant Professor 

Cangro, Charles B., MD, PhD, Medical School Assistant Professor 

Fink, Jeffrey C, MD, Medical School Assistant Professor 

Hanes, Donna S., MD., Medical School Assistant Professor 

Hise, Michael K., MD, Associate Professor 

Klassen, David K., MD, Medical School Associate Professor 

Li, Xiaosu, MD, PhD, Research Assistant Professor 

Light, Paul D., MD, Medical School Associate Professor 

Nogueira, Joseph M., MD, Visiting Assistant Professor 

Pallone, Thomas L., MD, Professor 

Ramos, Emilio, MD, Associate Professor 

Sadler, John H., MD, Clinical Associate Professor 

Shabbaz, Bayinnah, MD, Clinical Assistant Professor 

Spar, Brian M., MD, Clinical Assistant Professor 

Weir, Matthew R., MD, Medical School Professor and 1 lead 

Zemel, Stephen M., MD, Clinical Assistant Professor 

Administration and Faculty 183 


Professor and Head 
Lewis J. Rubin, MD 

Amelung, Pamela J., MD, Assistant Professor 

Bleecker, Eugene R., MD, Professor 

Britt, E. James, MD, Medical School Associate Professor 

DeLisle, Sylvain, MD,CM, Associate Professor 

Gaine, Sean P., MD, Assistant Professor 

Hasday, Jeffrey D., MD, Associate Professor 

Moore, Wendy C, MD, Clinical Instructor 

Orens, Jonathan B., MD, Medical School Assistant Professor 

Rubin, Lewis J., MD, Professor and Head 

Shanholtz, Carl B., MD, Medical School Assistant Professor 

Silverman, Henry J., MD, Medical School Professor 

Teeter, John G., MD, Medical School Assistant Professor 

Willes, Stuart R., MD, Clinical Assistant Professor 

Yuan, Xiao-Jian, MD, PhD, Associate Professor 



Professor and Head 

Marc C. Hochberg, MD, MPH 

Atamas, Sergei P., MD, PhD, Clinical Instructor 

Baraf, Herbert S., MD, Clinical Associate Professor 

Blotzer, Wolfe J., MD, Clinical Associate Professor 

Burgonne, Mary B., MD, Clinical Assistant Professor 

Cejku, Margaret L., PhD, Research Associate 

Flores, Raymond H., MD, Medical School Assistant Professor 

George, Stephen W., MD, Clinical Assistant Professor (Pediatrics) 

Handwerger, Barry S., MD, Professor 

Hochberg, Marc C, MD, MPH, Professor and Head 

Jacobs, Michael A., MD, Clinical Assistant Professor 

Koval, Norman S., MD, Clinical Associate Professor 

Lanpher, Gregory B., MD, Clinical Instructor 

Meyerhoff, John O., MD, Clinical Assistant Professor 

Mikdashi, Jamal A., MD, Medical School Assistant Professor 

Morris, Edward L., MD, Clinical Assistant Professor 

Scott, Jean C, DrPH, Assistant Professor 

Tsokos, George C, MD, Adjunct Professor 

Valentine, Martin D., MD, Clinical Professor 

Via, Charles S., MD, Associate Professor 

184 School of Medicine 

Wei, Nathan, MD, Clinical Assistant Professor 

White, Barbara W., MD, Professor 

Yurovsky, Vladmir V., PhD, Research Assistant Professor 


Britten, John S., MD, Medical School Associate Professor 

Caplan, Ellis S., MD, Associate Professor 

Habashi, Nader M., MD, Medical School Assistant Professor 

Joshi, Manjari, MBBS, Medical School Assistant Professor 

Kester, Kent E., MD, Clinical Instructor 

Mulinde, Jean M., MD, Medical School Assistant Professor 

Rabinowitz, Ronald P., MD, Medical School Assistant Professor 

Reynolds, Neal H., MD, Medical School Associate Professor 


Amsel, Sheldon, MD, Medical School Associate Professor 
Davis, Iris L., MD, Medical School Assistant Professor 
Johnson, Wallace, MD, Clinical Assistant Professor 
Moody, Glynis A., MD, Clinical Instructor 


Professor and Chair 
Jan Cerny, MD, PhD 

Professors Emeritus 

Paul Fiset, MD, PhD 

Charles L. Wisseman, Jr., MD, Professor and Chair Emeritus 

Abraham, Kristin M., PhD, Assistant Professor 
Ambulos, Nicholas Jr., PhD, Research Assistant Professor 
Aurelian, Laure, PhD, Professor 
Azad, Abdu F., PhD, Professor 
Berman, Jeffrey E., PhD, Assistant Professor 
Carbonetti, Nicholas, PhD, Assistant Professor 
Cerny, Jan, MD, PhD, Professor and Chairpersn 
Cole, Gerald A., PhD, Professor 
DeVico, Anthony, PhD, Assistant Professor 
Donnenberg, Michael, MD, Assistant Professor 
Feldman, Ricardo A., PhD, Assistant Professor 
Flajnik, Martin, PhD, Professor 

Administration and Faculty 185 

Freund, Robert, PhD, Assistant Professor 

Gallo, Robert, MD, Professor 

Gearhart, Patricia, PhD, Research Associate Professor 

Giannini, M. Suzanne, PhD, Research Associate Professor 

Hadley, Gregg, PhD, Assistant Professor 

Handwerger, Barry S., MD, Professor 

Hassel, Bret, PhD, Research Assistant Professor 

Hewitt, Judith, PhD, Research Assistant Professor 

Kalvakolanu, Dhan V., PhD, Associate Professor 

Kamin-Lewis, Roberta M., PhD, Research Assistant Professor 

Kaper, James B., PhD, Professor 

Kenny, James J., PhD, Research Associate Professor 

Kim, Jerome, MD, Assistant Professor 

Levine, Myron M., MD, PhD, Professor 

Lewis, George K., PhD, Professor 

Li, Yen, PhD, Associate Professor 

Lovchik, Judith C., PhD, Director 

Mann, Dean, MD, Professor 

Margolis, David, MD, Assistant Professor 

Mobley, Harry L. T., PhD, Associate Professor 

Nataro, James, MD, PhD, Assistant Professor 

Ordonez, Jose V., MD, Research Assistant Professor 

Plowe, Christopher, MD, PhD, Assistant Professor 

Popvic, Mikulas, MD, PhD, Professor 

Quill, Helen, PhD, Research Associate Professor 

Radulovic, Suzana, MD, PhD, Research Assistant Professor 

Redfield, Robert, R., MD, Professor 

Reitz, Marvin S. Jr., PhD, Professor 

Sacci, John B., PhD, Research Assistant Professor 

Samaniego, Felipe, MD, MPH, Assistant Professor 

Schmaljohn, Connie W., PhD, Research Assistant Professor 

Schulze, Dan H., PhD, Associate Professor 

Sedegah, Martha, PhD, Research Assistant Professor 

Shin, Moon, MD, Professor 

Silverman, David J., PhD, Professor 

Strickland, Thomas G., MD, PhD, Professor 

Sztein, Marcelo B., MD, Associate Professor 

Trucksis, Michele, MD, PhD, Assistant Professor 

Via, Charles S., MD, Associate Professor 

White, Barbara, MD, Associate Professor 

Wirtz, Robert A., PhD, Adjunct Research Associate Professor 

86 School of Medicine 


Professor and Chair 
Kenneth P. Johnson, MD 

Barry, Elizabeth, MD, School Associate Professor 
Bergey, Gregory K., MD, Associate Professor 
Berndt, Rita, PhD, Professor 
Bever, Christopher Jr., MD, Associate Professor 
Boser, Katarina, PhD, Post Doctoral Fellow 
Burton, Martha W., PhD, Research Assistant Professor 
Corcoran, Michael, MD, School Assistant Professor 
Detrich, Terry P., MD, Clinical Assistant Professor 
Dhib-Jalbut, Suhayl, MD, Associate Professor 
Drubach, Daniel A., MD, School Associate Professor 
Eckholt, John, MD, Clinical Associate Professor 
Elliott, Ellen, PhD, Research Assistant Professor 
Fishman, Paul S., MD, PhD, Associate Professor 
Flynn, James, MPH, Clinical Professor 
Franaszczuk, Piotr J., PhD, Visiting Assistant Professor 
Furlow, Thomas W., MD, Clinical Professor 
Genut, Abraham A., MD, Clinical Assistant Professor 
Good, Janine, MD, School Assistant Professor 
Gorman, Peter H., MD, Assistant Professor 
Grattan, Lynn M., PhD, School Assistant Professor 
Gratz, Edward, MD, Clinical Assistant Professor 
Gumbinas, Maria, MD, Clinical Associate Professor 
Haendigis, Anne, Research Specialist 
Hafer-Macko, Charlene E., Assistant Professor 
Hairston-Mitchell, Vernita D., MD, Assistant Professor 
Hilt, Dana, MD, Clinical Assistant Professor 
Hoffman, Paul M., MD, Research Professor 
Iqbal, Aleem A., MD, Clinical Assistant Professor 
Johnson, Kenneth P., MD, Professor & Chair 
Judge, Susan I.V., PhD., Post Doctoral Fellow 
Katz, Eleanor, Assistant 

Kahn, Omar A., MD, School Assistant Professor 
Khurana, Ramesh, MD, Clinical Associate Professor 
Kingin, Christina B., Research Assistant 
Kittner, Steven J., MD, Associate Professor 
Koski, Carol, MD, Associate Professor 
Krumholz, Allan, MD, School Professor 
LaMonte, Marian P., MD, MSN, Assistant Professor 
Macko, Richard F., MI), Assistant Professor 
Makley, Michael J., MD, Assistant Professor 
Margulis, Michael, MD, Post Doctoral Fellow 

Administration and Faculty 187 

Martinkowski, Karen MA, Post Doctoral Fellow 

Matthews, Christopher, PhD, Post Doctoral Fellow 

Messier, Jill, Research Assistant 

Mayer, Richard, MD, Professor 

Miller, Samuel, MD, Clinical Instructor 

Mitchum, Charlotte, Research Supervisor 

Mody, Harshad R., MD, Clinical Instructor 

Oleynick, Anatol, MD, Clinical Associate Professor 

Panitch, Hillel S., MD, Professor 

Porter, Neil, MD, Assistant Professor 

Price, Thomas, MD, Professor 

Pula, T.P., MD, Clinical Assistant Professor 

Reggia, James, MD, PhD, Research Associate Professor 

Robbins, Solomon, MD, Clinical Instructor 

Rohwer, Robert G., PhD, Research Associate Professor 

Rollins, Sandra L., Research Assistant 

Sellman, Michael, MD, Clinical Assistant Professor 

Ratawani Shakuntala, MD, Clinical Instructor 

Silver, Kenneth H.C., MD, Med Sch Associate Professor 

Small, Steven, MD, PhD, Associate Professor 

Solodkin, Ana, PhD, Research Assistant 

Soovere, Ilo, MD, Clinical Assistant Professor 

Soronson, B.M., Administrator 

Sparks, Mary Jo, Research Supervisor 

Swoveland, Peggy T., PhD, Research Assistant Professor 

Syme, Jackie A., MD, Clinical Assistant Professor 

Tang, Cha-Min, MD, PhD, Assistant Professor 

Taylor, Richard, MD, Clinical Professor 

Tippett, Dean S., MD, Clinical Instructor 

Toro, Rodrigo, MD, Clinical Associate Professor 

Tracy, J. Kathleen, Research Assistant 

Trisler, Gail David, PhD, Research Assistant Professor 

Vanguri, Padmavathy, PhD, Research Assistant Professor 

Weinrich, Michael, MD, Associate Professor 

Wilt, Susan G., Research Assistant Professor 

Wozniak, Marcella A., MD, PhD, Assistant Professor 


Cohen, B. Stanley, MD, Clinicalal Professor 
Felsenthal, Gerald, MD, Adjunct Associate Professor 
Goldfine, Lewis, MD, Associate Professor 
Palacpac, Leon, MD, Clinical Assistant Professor 
O'Shea, Frank O., MD, School Assistant Professor 

188 School of Medicine 


Professor and Chair 
Howard M. Eisenberg, MD 

Abbott, J. Douglas, MD, Clinical Instructor 
Abdo, Hatem S., MBBCh, Clinical Instructor 
Aldrich, E. Francois, MD, Associate Professor 
Chin, Lawrence S., MD, Assistant Professor 
Eisenberg, Howard M., MD, Professor and Chair 
Fiandaca, Massimo S., MD, Clinical Assistant Professor 
Hennessy, Robert G., MD, Clinical Instructor 
Jamaris, Joseph K., MD, Clinical Instructor 
Lancelotta, Charles J., MD, Clinical Assistant Professor 
Layne, Edward D., MD, Clinical Instructor 
Meyer, Paul D., MD, Clinical Instructor 
Meyer, William J., MD, Clinical Assistant Professor 
O'Malley, Sean, MD, Clinical Assistant Professor 
Ordonez, Jorge R., MD, Clinical Instructor 
Shuey, Henry M. Jr., MD, Clinical Instructor 
Simard, J. Marc, MD, Associate Professor 
Sitaras, Panayiotis L., MD, Clinical Instructor 
Soliman, Joseph A., MD, Clinical Assistant Professor 


Professor and Chair 
Carl P. Weiner, M.D. 

Aquan, Kripamoy, PhD, Clinical Instructor 

Albrecht, Eugene PhD, Professor 

Alger, Lindsay, MD, Professor 

Baschat, Ahmet, MD, Clinical Instructor 

Brooks, Sandra E., MD, Assistant Professor 

Buhimschi, Irina, MD, Clinical Instructor 

Curran, Mary, CNM, MPH, Clinical Instructor 

Dungan, Jeffrey, MD, Assistant Professor 

Gegor, Carolyn, CNM, MS, Assistant Professor 

Gordon, Nancy, MD, Clinical Instructor 

Harman, Christopher R., MD., Professor and Vice ( hair 

Johnson, Harry W. Jr., MD, Assistant Professor 

Kramer, Wayne, MD, Assistant Professor 

Kriebs, Jan, CNM, MSN, Clinical Instructor 

Lidor, Yaron, MI), Assistant Professor 

Administration and Faculty I 89 

Marvel, Richard, MD, Assistant Professor 
McClamrock, Howard, MD, Assistant Professor 
McCullum, Lisa, CNM, MSN, MPH, Clinical Instructor 
Nicholson, Wanda, MD, MPH, Assistant Professor 
Novoa, Julio, MD, Clinical Instructor 
Pupkin, Marcos J., MD, Professor 
Sharara, Fady, MD, Assistant Professor 
Shen, Rong-Fong, PhD, Research Associate Professor 
Sheppard, Celeste, MD, Assistant Professor 
Stamberg, Judith, PhD, School Associate Professor 
Stewart, Patricia, PhD, Associate Professor 
Sussman, Daniel J., PhD, Assistant Professor 
Thompson, Loren, PhD, Assistant Professor 
Weiner, Carl P., MD, Professor and Chair 


Professor and Chair 

Eve Juliet Higginbotham, MD 

Amernick, Stanley J., MD, Clinical Assistant Professor 
Aquilla, Joseph B., MD, Clinical Assistant Professor 
Benner, Jeffrey D., MD, Clinical Assistant Professor 
Bernstein, Steven L., MD, PhD, Assistant Professor 
Brull, Stanley, MD, Clinical Assistant Professor 
Bzik, Peter, MD, Clinical Assistant Professor 
Oyer, Theodore, MD, Clinical Assistant Professor 
Dankner, Stuart R., MD, Clinical Assistant Professor 
Duncan, George W., MD, Clinical Assistant Professor 
Feinberg, Gilbert N., MD, Clinical Assistant Professor 
Fox, Charles R., OD, Assistant Professor 
Gambrill, John Jr., MD, Clinical Assistant Professor 
Glaros, Dean S., MD, Clinical Instructor 
Glaser, Bert M., MD, Clinical Professor 
Glasser, David B., MD, Clinical Associate Professor 
Hameroff, Stephen, MD, Clinical Associate Professor 
Hemady, Ramzi K., MD, Associate Professor 
Higginbotham, Eve Juliet, MD, Professor and Chair 
Hirsch, Dahlia R., MD, Clinical Assistant Professor 
Hormozi, Darab, MD, Clinical Instructor 
Hutcheson, Kelly A., MD, Assistant Professor 
Johnson, Mary A., PhD, Associate Professor 
Kasper, Lawrence R., MD, Clinical Assistant Professor 
Katzen, Leeds E., MD, Clinical Professor 
Katzen, Brett W., MD, Clinical Instructor 

1 90 School of Medicine 

Kaur, Surinder, MD, Clinical Assistant Professor 

Kelman, Shalom E., MD, School Associate Professor 

Kessler, Andrew L., MD, Clinical Instructor 

Kidwell, Earl, MD, Clinical Assistant Professor 

Ko, Paula C, MD, Clinical Instructor 

Koh, Shay- Whey, PhD, Research Assistant Professor 

Kohlhepp, Paul A., MD, Clinical Assistant Professor 

Kolker, Richard J., MD, Clinical Instructor 

Lakhanpal, Vinod, MD, Clinical Professor 

Lapinsky, Peter T., MD, Clinical Assistant Professor 

Lerner, Brian C, MD, Clinical Assistant Professor 

Loeb, Robert A., MD, Clinical Assistant Professor 

Meisels, Alfred A., MD, Clinical Assistant Professor 

Miller, John, MD, Clinical Instructor 

Murphy, Robert P., MD, Clinical Associate Professor 

Nirankari, Verinder, MD, Clinical Professor 

O'Rourk, Thomas, MD, Clinical Instructor 

Parran, Jay N., MD, Clinical Assistant Professor 

Rismondo, Vivian, MD, Clinical Assistant Professor 

Rodrigues, Merlyn M., MD, PhD, Professor 

Ross, Jerome, MD, Clinical Assistant Professor 

Rowen, Sheri L., MD, Clinical Assistant Professor 

Rutzen, Allan R., MD, Assistant Professor 

Schocket, Stanley, MD, Clinical Professor 

Sjaarda, Raymond N., MD, Clinical Assistant Professor 

Steidl, Scott, M., MD, Assistant Professor 

Susel, Richard M., MD, Clinical Assistant Professor 

Thompson, John T., MD, Clinical Associate Professor 

Varma, Shambhu D., PhD, Professor 

Waeltermann, Joanne M., MD, Clinical Assistant Professor 

Watters, Edward C, MD, Clinical Instructor 

Weintraub, Martin J., MD, Clinical Assistant Professor 

Winter, Brian J., MD, Clinical Assistant Professor 

Wong, Randall V., MD, Clinical Assistant Professor 


Professor and Interim Chair 
Sanford A. Stass, MD 

Abruzzo, Lynne V., MI), PhD, Assistant Professor 
Adams, John E., MD, Assistant Professor 
Agarwal, Sudha, PhD, Assistant Professor 
Albites, Victor, MD, Instructor 
Alonsozana, Gladys L., MD, Post Doctoral Fellow 

Administration and Faculty 191 

Ambudkar, Indu S., PhD, Adjunct Assistant Professor 

Amstad, Paul A., PhD, Associate Professor 

Anthony, Ronald L., PhD, Research Associate Professor 

Arstila, Antti U., MD, PhD, Associate Professor 

Bansal, Java, PhD, Research Assistant Professor 

Barskaya-Ioffe, Olga, MD, Clinical Fellow 

Baskin, Ivan Steven, PhD, Adjunct Professor 

Beheshti, Firooz, MD, Clinical Assistant Professor 

Bennett, Richard O., PhD, Research Assistant Professor 

Berezesky, Irene K., BA, Clinical Instructor 

Berlyn, Kathleen A., PhD, Postdoctoral Fellow 

Berman, Jules J., MD, PhD, Medical School Associate Professor 

Best, Carolyn J.M.,BS, Research Fellow 

Bhagavan, Belur S., MD, Clinical Professor 

Bobb, Judith K., MSN, Research Associate 

Borkowski, Andrzej, MD, Medical School Assistant Professor 

Breitenecker, Rudiger, MD, Clinical Assistant Professor 

Brinkley, Bill R., MD, PhD, Adjunct Professor 

Broadwell, Richard D., PhD, Associate Professor 

Brown, Charles C, MD, Clinical Assistant Professor 

Brown, Lawrence, MD, Medical School Assistant Professor 

Burken, Mitchell, MD, Medical School Assistant Professor 

Burton, Dennis T., PhF, Adjunct Associate Professor 

Cano, Pedro, MD, Assistant Professor 

Cardy, Richard H., DVM, Clinical Assistant Professor 

Carney, David F., PhD, Research Assistant Professor 

Castellani, Rudolph J., MD, Assistant Professor 

Chang, Seung-Han, MS, Clinical Instructor 

Chen, Qing-Rong, PhD, Postdoctoral Fellow 

Chen, Ren-Sheng, MD, Research Associate 

Chen, Sing-Tsung, MD, PHD, Fellow 

Chi, Chun-min, MD, Research Associate 

Cho, Soo-Hun, MD, PhD, Research Associate Professor 

Christenson, Robert, PhD, Professor 

Chute, Dennis J., MD, Clinical Instructor 

Colburn, Nancy H., PhD, Research Professor 

Combs, John W., MD, PhD, Research Associate Professor 

Constantine, Niel T., PhD, Research Professor 

Cook, Janine D., PhD, Adjunct Assistant Professor 

Cottrell, John R., MS, Clinical Instructor 

Cummings, Benjamin E., PhD, Research Associate 

Daneshvar, Ali, MD, Clinical Instructor 

David, Raffaele, MD, Adjunct Associate Professor 

Davis, Myrtle A., DVM, PhD, Assistant Professor 

Dawson, Ben R., MD, Professor 

DeClaris, Nicholas, ScD, Professor 

92 School of Medicine 

DeTolla, Louis J. Jr., DYM, PhD, Research Associate Professor 

Dhar, Jyotsna K., MD. Clinical Assistant Professor 

Dixon, Ann B., MD. Medical School Assistant Professor 

Doyle, Laurence A., MD. Assistant Professor 

Drachenberg, Cinthia I., MD. Medical School Associate Professor 

Duh, Show-Hong, PhD, Research Assistant Professor 

Edelman, Bennett B., MD. Medical School Associate Professor 

Edelman, Daniel, MS, Research Fellow 

Eiseman, Julie L., PhD, Research Associate Professor 

Elliget, Kathryn A., PhD. Research Assistant Professor 

Fazekas, Victor A., MD. Clinical Assistant Professor 

Fernandez- Vina. Marcelo, PhD, Clinical Associate Professor 

Firman, Jeffrey C BSEE. Research Associate 

Fowler, Bruce A., PhD. Professor 

Fowler, David R., MD. Clinical Instructor 

Fox, Barbara S., PhD. Associate Professor 

Fulton, Amy M., PhD. Professor 

Furlong, Jr.. Maurice B.. MD. Medical School Assistant Professor 

Gabrielson, Edward W., MD, Research Assistant Professor 

Gipson, Thomas G., MD, Clinical Assistant Professor 

Goldblum, Simeon E., MD. Associate Professor 

Goodin, Julia, MD, Research Assistant Professor 

Goodman, Dawn G., DYM. Adjunct Assistant Professor 

Graham. Richard R., MD. Clinical .Assistant Professor 

Gregoiy, Linda C, PhD. Research Associate 

Grimley, Philip M., MD, Clinical Professor 

Hafiz, Mohammad A., MB Clinical Associate Professor 

Hamburger, Anne W., PhD, Professor 

Harmison, Lowell T., PhD, Adjunct Professor 

Hartwell, Stuart L, PhD, Adjunct Associate Professor 

Hasday, Jeffrey, MD, Associate Professor 

Heatfield, Barry M., PhD. Research Associate Professor 

Hess, Helene B., BA. Research Associate 

Hicken, William J., MD, Clinical Associate Professor 

Hickey, James M., MS. Clinical Instructor 

Higginson, John, MD. Visiting Professor 

Highsmith, William E., PhD, Assistant Professor 

Hoffman, Paul M., MI). Research Professor 

Hsu, Ih-Chang, PhD, Professor 

Hunter, Jay B., BS, Clinical Instructor 

Hussain, Syed P., PhD, Clinical Instructor 

Jenkins, Robert L., BS, Research Associate 

Jiji, Rouben M., MD. Clinical Assistant Professor 

Jiji, Violet H., MD. Clinical Assistant Professoi 

Jockle, Glenn A., MD. Medical School Assistant Proft 

Johnson, Judith A, PhD. Research Assistant Professor 

Administration and Faculty I 93 

Johnson, Robert J., MD, PhD, Associate Professor 

Jones, Raymond T., PhD, Professor 

Kane, Andrew S., PhD, Assistant Professor 

Kaneko, Ichiro, MD, Research Fellow 

Kaufrman, Catherine L., MD, Medical School Assistant Professor 

Keay, Susan, MD, PhD, Assistant Professor 

Ketema, Fassil, MS, Research Fellow 

Kim, Moonkyu, MD, PhD, Research Fellow 

Kime, Watson P., MD, Adjunct Assistant Professor 

King, Theodore, M., MD, Clinical Instructor 

Kisner, Harold J., PhD, Clinical Associate 

Koch, Thomas R., PhD, Research Associate Professor 

Kolaja, Gerald J., D.V.M., PhD, Research Associate 

Kolodgie, Frank D., PhD, Research Assistant Professor 

Koski, Carol L., MD, Research Associate Professor 

Kraeuter, John N., PhD, Adjunct Assistant Professor 

Kumar, Dhruv, MD, Medical School Associate Professor 

Kundu, Namita, PhD, Clinical Instructor 

Laiho, Kuano U., MD, Associate Professor 

Levine, Barry S., PhD, Medical School Associate Professor 

Lindado, Ramiro R., MD, Clinical Assistant Professor 

Ling, Virginia, MD, Clinical Assistant Professor 

Lipsky, Michael M., PhD, Professor 

Locke, James L., MD, Clinical Instructor 

Lovchik, Judith C, PhD, Research Assistant Professor 

Malone, Robert W., MD, Assistant Professor 

Mann, Dean L., MD, Professor 

Marsella, Richard C, MD, PhD, Adjunct Assistant Professor 

Marutrao Mane, Shrikant, PhD, Research Associate 

Marzella, Louis L., MD, PhD, Research Associate Professor 

Mayrer, Andrew R., MD, Adjunct Assistant Professor 

McCarthy, Edward F., MD, Clinical Assistant Professor 

Merenyi, Dezso K., MD, Clinical Associate Professor 

Mergner, Wolfgang J., MD, PhD, Professor 

Mixson, Archibald James, MD, Research Assistant Professor 

Moghissi, Alan A., PhD, Research Professor 

Moore, William, MD, PhD, Medical School Associate Professor 

Morton, Bert F., MD, Clinical Assistant Professor 

Mostofi, Fathollah K., MD, Clinical Professor 

Niculescu, Florin I., MD, PhD, Research Assistant Professor 

Orbegoso, Carlos M., MD, Clinical Assistant Professor 

Oster, Walter F., MD, Clinical Associate Professor 

Panigrahi, Pinaki, MD, PhD, Research Assistant Professor 

Papadimitriou, John C, MD, PhD, Associate Professor 

Penttila, Matti A., MD, Visiting Associate Professor 

Petrucci, John V., MD, Clinical Assistant Professor 

194 School of Medicine 

Phelps, Patricia C, BA, Clinical Instructor 

Piatt, William R., MD, Adjunct Assistant Professor 

Reimschuessel, Renate, DVM, PhD, Research Associate Professor 

Robbins, Deanna S., PhD, Research Associate Professor 

Robertson, Peter G., PhD, Adjunct Assistant Professor 

Rodrigues, Merlyn M., MD, PhD, Professor 

Ruegg, Charles E., PhD, Research Assistant Professor 

Rus, Horea G., MD, PhD, Research Assistant Professor 

Russell, Robert G., DVM, PhD, Research Associate Professor 

Saladino, Andrew J., MD, Medical School Associate Professor 

Sattler, Barbara, PhD, Research Assistant Professor 

Saville, Rebecca D., MS, Research Fellow 

Schlesinger, Cory, MD, Visiting Assistant Professor 

Schwalbe, Richard S., PhD, Medical School Associate Professor 

Seiguer, Alberto C, MD, Adjunct Assistant Professor 

Seiguer, Amalia E., MD, Adjunct Assistant Professor 

Shamsuddin, A.K.M., MD, PhD, Professor 

Sheehan, John P., MD, Clinical Assistant Professor 

Sherrer, Edward L., MD, Clinical Assistant Professor 

Shin, Moon L., MD, Professor 

Silbergeld, Ellen K., PhD, Professor 

Silverberg, Steven G., MD, Professor 

Sina, Bahram, MD, Clinical Associate Professor 

Smialek, John E., MD, Professor 

Smith, Mary W., MS, Clinical Instructor 

Soane, Lucian, MD, Research Fellow 

Sorace, James M., MD, Assistant Professor 

Squibb, Katherine S., PhD, Research Associate Professor 

Squire, Robert A., DVM, PhD, Adjunct Professor 

Srinivas, Shankaranarayana, DVM, MS, Clinical Instructor 

Stass, Sanford A., MD, Professor and Interim Char; Director, 

Pathology Laboratories; Director, Oncology Program 
Steinberger, Eileen, MD, Postdoctoral Fellow 
Stout, David A., MD, Clinical Assistant Professor 
Sun, Chen-Chih J., MD, Medical School Professor 
Sun, Hui, MD, Postdoctoral Fellow 
Swoveland, Peggy T., PhD, Research Assistant Professor 
Symonds, Daniel A., MD, Clinical Assistant Professor 
Taylor, James E., MD, Clinical Associate Professor 
Tiamson, Esperanza M., MD, Clinical Assistant Professor 
Tomazic, Branko, PhD, Research Associate Professor 
Tricot, Guido, J.K., MD, PhD, Medical School Professor 
Trifillis, Anna L., PhD, Medical School Associate Professor 
Trump, Benjamin F., MD, Professor 
Valdes-Dapena, Marie, MD, Adjunct Professor 
Valerio, Marion G., DVM, Clinical Assistant Professor 

Administration and Faculty 195 

Vigorito, Robert D., MS, PA, Clinical Instructor 

Virmani, Renu, MD, Adjunct Professor 

Vucenik, Ivana, PhD, Assistant Professor 

Wang, Chen, MD, Research Fellow 

Wenk, Robert E., MD, Adjunct Associate Professor 

Woods, Lewis Curry, PhD, Adjunct Assistant Professor 

Wright, Donald G., MD, Medical School Assistant Professor 

Xu, Jing-fan, PhD, Research Fellow 

Xu, Meifen, MD, Research Fellow 


Associate Professor and Interim Chair 
Ronald L. Gutberlet, MD 

Professors Emeritus 

Edmund J. Bradley, MD, Professor and Chair Emeritus 
Raymond Clemmens, MD, Professor Emeritus 
Samuel S. Glick, MD, Professor Emeritus 

Ackerman, Alice, MD, School Associate Professor and Head, 

Division of Critical Care 
Bacon, John, MD, Clinical Assistant Professor 
Badawi, Deborah, MD, School Assistant Professor 
Bellefleur, Monique, MD, School Assistant Professor 
Berg, Patricia, PhD, Research Associate Professor 
Black, Maureen, PhD, Professor 
Blackmon, Lillian, MD, Associate Professor 
Blitzer, Miriam, PhD, School Associate Professor 
Bollinger, Mary Beth, MD, Assistant Professor 
Bosma, James, MD, Research Professor 

Brenner, Joel, MD, Professor and Head, Division of Cardiology 
Bright, Robert, MD, Clinical Associate Professor 
Bromberg, David, MD, Clinical Associate Professor 
Carraccio, Carol, MD, School Associate Professor and Graduate Director 
Carter, Debra, MD, MPH, Clinical Assistant Professor 
Choo-Kang, Leona, MD, School Assistant Professor 
Chuang, Suzan, MD, Clinical Assistant Professor 
Clemens, Jonathan, MD, Clinical Assistant Professor 

Counts, Debra, MD, Assistant Professor and Head, Division of Endocrinology 
Cowan, Tina, PhD, Research Assistant Professor 
Crosson, Jane, MD, Assistant Professor 
Currey, Kathleen, MD, Clinical Assistant Professor 
Dubowitz, Howard, MD, Associate Professor 
Dulkerian, Susan, MD, School Assistant Professor 

196 School of Medicine 

duPont, Margaret, MD, Clinical Instructor 

Englander, Robert, MD, School Assistant Professor 

Eskenazi, Allen, MD, Assistant Professor and Director, Inpatient Services 

Fairchild, Karen, MD, Assistant Professor 

Farley, Jr., John, MD, Assistant Professor 

Fasano, Alessio, MD, Professor and Head, Division of Gastroenterology 

and Nutrition 
Fehr, III, James, MD, Assistant Professor 
Feigelman, Susan, MD, School Associate Professor 
Feldman, Stephen, MD, Clinical Assistant Professor 

Felice, Marianne, MD, Professor and Head, Division of Adolescent Medicine 
Fox, Maggie, MD, School Assistant Professor 
Fox, Renee, MD, School Assistant Professor 
George, Stephen, MD, Clinical Assistant Professor 

Gewolb, Ira, MD, Associate Professor and Head, Division of Neonatology 
Gladstein, Jack, MD, Associate Dean 
Gregerson, Karen, PhD, Associate Professor 
Grossman, Linda, MD, Clinical Associate Professor 
Gutberlet, Ronald, MD, Interim Chairman and Clinical Professor 
Gyves, Peter, MD, Clinical Assistant Professor 
Heisler, Alice, MD, School Assistant Professor 
Holden, Wayne, PhD, Associate Professor 
Horvath, Karoly, MD, PhD, School Associate Professor 
Howard, Cynthia, MD, School Assistant Professor 
Jodorkovsky, Roberto, MD, School Associate Professor and Head, 

Division of Nephrology 
Jules, Michele, MD, Clinical Assistant Professor 
Kappelman, Murray, MD, Professor and Head, Division of Behavior 

and Development 
Keane, Virginia, MD, School Associate Professor and Director, Inpatient Services 
Kempthorne, Jill, MD, Clinical Assistant Professor 
Khan, Misbah, MD, MPH, Associate Professor 
Khan, Tanveer, MD, Clinical Assistant Professor 
King, James, MD, School Associate Professor 
Kotloff, Karen, MD, Associate Professor 
Lavy, Richard, MD, Clinical Associate Professor 
Li, Xiaoming, PhD, Assistant Professor 
Lichenstein, Richard, MD, School Associate Professor and Head, 

Division of Emergency Medicine 
Losonsky, Genevieve, MD, Associate Professor 
Louis, Otto, MD, Assistant Professor 
Lovchik, Judith, PhD, Research Assistant Professor 
Love, Jon, MD, Assistant Professor 
Luca, Francesco, MD, Assistant Professor 
Maehr, Jennifer, MD, Clinical Instructor 
McKenna, Mary, PhD, Research Associate Professor 

Administration and Faculty I 97 

McLean, Robert, MD, School Professor and Head, Division of Allergy and 

Meny, Robert, MD, School Associate Professor 
Meyers, Deborah, PhD, Professor 
Miller, Susan, PhD, School Assistant Professor 
Nabors, Lora, PhD, School Assistant Professor 
Nair, Prasanna, MD, School Professor 
Nataro, James, MD, Associate Professor 
Noriega, Fernando, MD, Assistant Professor 
Palmer, Timothy, MD, School Assistant Professor 
Panigrahi, Pinaki, MD, PhD, Associate Professor 
Parrott, Maureen, MD, Clinical Assistant Professor 
Peralta, Ligia, MD, Assistant Professor 

Rennels, Margaret, MD, Professor and Head, Division of Infectious Diseases 
Ringel, Richard, MD, School Professor 
Rodriguez, Andres, MD, School Assistant Professor 
Rubin, Judith, MD, School Associate Professor 
Sarles, Richard, MD, Clinical Professor 
Scheel, Janet, MD, Assistant Professor 
Shubin, Charles, MD, School Associate Professor 
Sigman, Bernice, MD, School Associate Professor 
Silva, Dennis, MD, School Assistant Professor 

Stanton, Bonita, MD, Professor and Head, Division of Pediatric Medicine 
Straumanis, John, MD, School Assistant Professor 
Suggs, Adrienne, MD, School Assistant Professor 
Sztein, Marcelo, MD, Professor 
Tepper, Vicki, PhD, School Assistant Professor 
Thet, Hninzi, MD, Clinical Assistant Professor 
Tildon, J. Tyson, PhD, Professor 
Toretsky, Jeffrey, MD, Assistant Professor 
Vink, Peter, MD, School Assistant Professor 
Viscardi, Rose, MD, Associate Professor 
Wachtel, Renee, MD, School Associate Professor 
Watson, Douglas, MD, Assistant Professor 
Weber, Deborah, MD, Clinical Assistant Professor 
Wollack, Jan, MD, Assistant Professor and Head, Division of Neurology 
Woodward, Celeste, MD, Clinical Associate Professor 
Wulfsberg, Eric, MD, School Associate Professor 
Young-Hyman, Deborah, PhD, Clinical Associate Professor 
Zielke, Carol, PhD, Research Assistant Professor 
Zielke, Horst, PhD, Professor and Head, Division of Pediatric Research 

198 School of Medicine 


Professor and Chair 

Edson X. Albuquerque, MD, PhD 

Professors Emeritus 
JelleffC. Carr, PhD 
Martin Helrich, MD 

Abrams, Thomas W., PhD, Associate Professor 

Albuquerque, Edson X., MD, PhD, Professor and Chair 

Alkondon, Manikavasagom, PhD, Research Assistant Professor 

Aracava, Yasco, PhD, Adjunct Assistant Professor 

Aurelian, Laure, PhD, Professor 

Azer, Nehad, MD, Post Doctoral Fellow 

Bachur, Nicholas R., MD, PhD, Professor (UMCC) 

Bever, Christopher T., MD, Associate Professor (Neurology) 

Borden, Ernest C, MD, Professor (UMCC) 

Braga, Maria Fatima, PhD, Post Doctoral Fellow 

Brodie, Angela H., PhD, Professor 

Brookes, Neville, PhD, Associate Professor 

Bulleit, Robert F., PhD, Assistant Professor 

Burt, David R., PhD, Professor 

Cao, Cheng J., PhD, Research Associate 

Carpenter, William T. Jr., MD, Professor (Psychiatry) 

Conley, Barbara A., MD, Professor (UMCC) 

Cordoba, Ruth, PhD, Post Doctoral Fellow 

Daly, John W., PhD, Adjunct Professor 

Egorin, Merrill J., MD, Professor (UMCC) 

Eldefrawi, Amira T., PhD, Professor 

Eldefrawi, Mohyee E., PhD, Professor 

Fawcett, William, PhD, Post Doctoral Fellow 

Foreman, Vanessa C, Administrator 

Frost, Douglas O., PhD, Professor 

Goldberg, Steven R., PhD, Adjunct Associate Professor 

Grollman, Arthur P., MD, Adjunct Professor 

Han, Suhua, MD, Post Doctoral Fellow 

Hickey, Robert J., PhD, Research Associate Professor 

Jiang, Xueying, PhD, Post Doctoral Fellow 

Katz, Jonathan L, PhD, Adjunct Associate Professor 

Kauffman, Frederick C, PhD, Adjunct Professor 

Kokuba, Hisashi, PhD, Post Doctoral Fellow 

Kulka, Michael, PhD, Adjunct Assistant Professor 

Kushnareva, Yuliya, Phi), Visiting Assistant Professor 

Larrabee, Martin G., PhD, Adjunct Professor 

Administration and Faculty I 99 

Liu, Yang, MD, Post Doctoral Fellow 

London, Edythe D., PhD, Adjunct Associate Professor 

Long, Brian J., PhD, Post Doctoral Fellow 

Lu, Qing, PhD, Post Doctoral Fellow 

Malkas, Linda H., PhD, Associate Professor 

Mike, Arpad, PhD, Post Doctoral Fellow 

Nhamburo, Patson T., PhD, Assistant Professor 

Nath, Nidhi, PhD, Post Doctoral Fellow 

Njar, Vincent CO., PhD, Visiting Associate Professor 

Nnane, Ivo, PhD, Post Doctoral Fellow 

O'Connell, Kevin, PhD, Research Associate 

Pan, Su-Shu P., PhD, Research Associate Professor (UMCC) 

Periera, Edna de F.R., PhD, Post Doctoral Fellow 

Pilotte, Nancy, PhD, Adjunct Assistant Professor 

Pollock, Graeme, PhD, Post Doctoral Fellow 

Randall, William R., PhD, Assistant Professor 

Rice, Kenner C, PhD, Adjunct Professor 

Rocha, Edson, MD, Post Doctoral Fellow 

Schimpf, Stephen, MD, Professor (UMMS) 

Schindler, Charles W., PhD, Adjunct Assistant Professor 

Schwarcz, Robert, PhD, Professor (Psychiatry) 

Shippenberg, Toni S., PhD, Adjunct Associate Professor 

Silbergeld, Ellen K., PhD, Professor (Epidemiology & Toxicology) 

Smith, Cynthia C, PhD, Research Assistant Professor 

Sokolove, Patricia M., PhD, Associate Professor 

Spivak, C. E., PhD, Adjunct Assistant Professor 

Tanino, Hirokazu, MD, Post Doctoral Fellow 

Timothy D., MD, PhD, Assistant Professor (Anesthesiology) 

Usherwood, Peter N. R., PhD, Adjunct Professor 

Warnick, Jordan E., PhD, Professor 

Weinreich, Daniel, PhD, Professor 

Yarowsky, Paul J., PhD, Research Assistant Professor 


Associate Professor and Chair 
Rodgers, Mary M., PhD, PT 

Alon, Gad, PhD, PT, School Associate Professor 
Alston, Margaret, PhD, PT, Assistant Professor 
Anderson, Paul A., PhD, School Associate Professor 
Bechtel, Roy H., PhD, PT, Assistant Professor 
Bender, Denise G., MEd, PT, School Assistant Professor 
Davis, Katherine, MA, PT, School Assistant Professor 
DeDeyne, Patrick, PhD, PT, Assistant Professor 

200 School of Medicine 

Hardiman, Clarence W., PhD, PT, Associate Professor 

Keyser, Randall, PhD, Assistant Professor 

Rodgers, Mary M., PhD, PT, Associate Professor 

Smith, Gerald V., PhD, School Assistant Professor 

Spezzano, Cheryl T., BS, PT, Clinical Instructor 

Stanley, Rhonda, PhD, PT, Assistant Professor 

Waller, Sandra McCombe, MS, PT, School Assistant Professor 

Whitall, Jill, PhD, Associate Professor 


Professor and Chair 
Mordecai P. Blaustein, MD 

Professors Emeritus 
Charles A. Barraclough, PhD 
Raymond A. Sjodin, PhD 
Dietrich C. Smith, PhD 

Albrecht, Eugene D., PhD,* Professor 

Alger, Bradley E., PhD, Professor 

Arnon, Assaf, PhD, Research Fellow 

Bailee, William C, MD,* Associate Professor 

Bambrick, Linda L., PhD, Research Assistant Professor 

Bergey, Gregory K., MD,* Professor 

Blaustein, Mordecai P., MD, Professor and Chair 

Bloch, Robert J., PhD, Professor 

Bodkin, Noni L., PhD, Research Associate 

Carlson, Drew E., PhD,* Associate Professor 

Chang, Ruzhang, BS, Research Fellow 

Darlington, Daniel N., PhD,* Assistant Professor 

DeDeyne, Patrick G., PhD,* Assistant Professor 

DeLisle, Sylvain, MD, CM,* Associate Professor 

Fasano, Alessio, MD,* Professor 

Fondell, Joseph D., PhD, Assistant Professor 

French, Robert J., PhD, Adjunct Professor 

Furth, Priscilla A., MD,* Assistant Professor 

Gann, Donald S., MD,* Professor 

Glaser, Edmund M., DEng, Professor (retired) 

Gold, Michael R., MD, PhD,* Assistant Professor 

Goldman, Lawrence, PhD, Professor 

Golovina, Vera, PhD, Research Associate 

Gomez-Garcia, Ana M., PhD, Voluntary Research Associate 

Gonzalez-Serratos, Hugo, MD, PhD, Professor 

Gregerson, Karen A., PhD," Associate Professor 

Administration and Faculty 20 I 

Hamlyn, John M., PhD, Associate Professor 

Hansen, Barbara C, PhD, Professor 

Habu, Rekha, PhD, Research Fellow 

Izu, Leighton, Ph.D.,* Research Fellow 

Jastreboff, Pawel J., PhD,* Professor 

Jones, Ellene M., PhD, Research Fellow 

Juhaszova, Magdalena, PhD, Research Assist ant Professor 

Kao, Joseph P.Y., PhD, Associate Professor 

Kapcala, Leonard P., MD, Adjunct Professor 

Koos, Robert D., PhD, Professor 

Krueger, Bruce K., PhD, Professor 

Lamont, Christine, PhD,* Research Fellow 

Lakatta, Edward G., MD, Adjunct Professor 

LeBeau, Fiona E., PhD, Research Fellow 

Lederer, W. Jonathan, MD, PhD, Professor 

Luther, Paul W., PhD, Research Assistant Professor 

Mackenzie, Colin F., MB, ChB,* Professor 

Martin, Laura A., PhD, Research Fellow 

Matteson, Donald R., PhD, Associate Professor 

McCarthy, Margaret M., PhD, Associate Professor 

Miriel, Victor, PhD, Research Fellow 

Morishita, Wade K., PhD, Research Fellow 

Ortmeyer, Heidi K., PhD, Research Assistant Professor 

Pallone, Thomas L., MD,* Professor 

Ramsay, David J., DM, DPhil, Professor 

Robinson, Shawn W., MD,* Assistant Professor 

Rockwell, L. Christie, PhD, Research Fellow 

Rubin, Lewis J., MD,* Professor 

Ruchkin, Daniel S., DEng, Professor 

Santana-Ferrer, Luis F., PhD, Research Fellow 

Searles, Robin V., PhD, Research Fellow 

Selmanoff, Michael K., PhD, Professor 

Shah, Jui, PhD, Research Fellow 

Shen, Wei-bin, PhD, Research Fellow 

Shuldiner, Alan R., MD,* Professor 

Simard, J. Marc, PhD,* Associate Professor 

Small, Steven L., MD, PhD,* Associate Professor 

Tang, Cha-Min, PhD,* Assistant Professor 

Thedford, Sheryl E., PhD, Voluntary Research Fellow 

Thompson, Scott M., PhD, Associate Professor 

Thrasher, Terry N., PhD,* Professor 

Ursitti, Jeanine A., PhD, Research Assistant Professor 

Wade, James B., PhD, Professor 

Wang, John Zhong, PhD, Research Associate 

Welling, Paul A., MD, Assistant Professor 

Wier, W. Gil, PhD, Professor 

202 School of Medicine 

Yoo, Mi-Jeong, PhD, Research Fellow 

Yuan, Xiao-Jian, MD, PhD,* Associate Professor 

*joint appointments in Physiology 


Professor and Chair 
John A. Talbott, MD 

Professors Emeritus 
Eugene B. Brody, MD (Chair) 
Robert Grenell, xMD 
Virginia A. Huffer, MD 
Jonas Rappeport, MD 
Nathan Schnaper, MD 

Adami, Helene, Research Associate 

Adams, Margaret, MD, Clinical Assistant Professor 

Albright, Mary J., PhD, Assistant Professor 

Alessi, Larry E., MD, Clinical Assistant Professor 

Amparo, Adonis C, MD, Clinical Assistant Professor 

Amsel, Patti, MSW, Clinical Assistant Professor 

An Nguyen, James, MD, Adjunct Assistant Professor 

Anthony, Bruno, PhD, Medical School Associate Professor 

Aquiree, Robert E., MD, Clinical Assistant Professor 

Ashley, Virginia, MD, Clinical Assistant Professor 

Bachrach, Leona, PhD, Research Professor 

Ball, John C, PhD, Adjunct Professor 

Ball, M. Patricia, Research Associate 

Barnett, Jeffrey E., PhD, Clinical Associate Professor 

Barrett, David, MD, Medical School Assistant Professor 

Bartko, John, PhD, Research Professor 

Barton, Dennis, MD, Clinical Associate Professor 

Bates, Griffin M. Jr., MD, Adjunct Assistant Professor 

Bellack, Alan, PhD, Professor 

Bell, Leroy, MI), Clinical Instructor 

Benford, Jewell, MSW, Clinical Assistant Professor 

Benson, Paul R., PhD, Medical School Assistant Professor 

Berkowitz, Jill, MD, Clinical Assistant Professor 

Bielefeld, Joan, MI), Adjunct Assistant Professor 

Bierman, Joseph, MD, Clinical Associate Professor 

Bisco, Sharon D., MD, Clinical Assistant Professor 

Black, Kenneth Rabbi, Adjunct Assistant Professor 

Blaxton, Teresa, Phi), Research Associate Professor 

Administration and Faculty 203 

Blommestyn, Ellen, PsyD, Research Associate 
Blumberg, Neil, MD, Clinical Assistant Professor 
Bogrov, Moira, MD, Medical School Assistant Professor 
Book, Jonathan, MD, Clinical Associate Professor 
Brandt, Joanna, MD, Clinical Assistant Professor 
Breier, Alan, MD, Research Associate Professor 
Bryant, Nancy, MD, Clinical Assistant Professor 
Buchanan, Robert, MD, Research Associate Professor 
Burlay, Anthony, MD, Medical School Assistant Professor 
Butchart, John C, MD, Clinical Assistant Professor 
Carpenter, William T., MD, Professor 
Carr Neil, MD, Clinical Assistant Professor 
Cassady, Shawn, MD, Research Assistant Professor 
Ceresoli, Gianpiera, PhD, Clinical Instructor 
Chen, LiWan, PhD, Research Associate 
Clifford, Patricia, Faculty Research Assistant 
Cochrane, Erika, PhD, Research Assistant 
Cohen, Louis, MD, Clinical Assistant Professor 
Collins, Mary, MSW, Research Associate 
Conley, Robert, MD, Research Assistant Professor 
Conti, Nicholas P., Clinical Assistant Professor 
Crosby, James, MD, Clinical Instructor 
Dalmasy-Frouin, Johannes, MD, Clinical Instructor 
Davis, Barney M. Jr., MD, Adjunct Assistant Professor 
Davis, Nathan, MD, Clinical Assistant Professor 
DeFrate, John A., MD, Clinical Associate Professor 
DiPino, Raymond, PhD, Medical School Assistant Professor 
Dixon, Lisa, MD, Medical School Associate Professor 
Daviss, Steven R., MD, Clinical Associate Professor 
Drachenberg, Harold, MD, Clinical Associate Professor 
Drummond, Michael, MSW, Clinical Assistant Professor 
Dryer, Donna, MD, Clinical Associate Professor 
Du, Fu, PhD, Research Assistant Professor 
Dubin, Hinda, MD, Assistant Professor 
Durruthy, Stephanie, MD, Clinical Assistant Professor 
Ehrenreich, Mark, MD, Medical School Assistant Professor 
Ellsberry, Richard, Faculty Research Assistant 
El-Kholy, Nahed, MD, Clinical Assistant Professor 
Felice, Marianne E., MD, Clinical Professor 
Firth, Pat, MD, Medical School Assistant Professor 
Fiscella, Robert, MD, Clinical Assistant Professor 
Fitch, Lawerence, JD, Adjunct Associate Professor 
Fitterman, Victor, Clinical Assistant Professor 
Flaherty, Lois, MD, Clinical Adjunct Professor 
Fligsten, Kenneth, MD, Clinical Assistant Professor 
Forest, Kara, MD, Medical School Assistant Professor 

204 School of Medicine 

Forrester, Alfred W., MD, Clinical Assistant Professor 

Fragala, Richard M., MD, Clinical Assistant Professor 

Frascasso, Maria, PhD, Clinical Instructor 

Frew, Karen, RN, Research Associate 

Friedman, Dina, PsyD, Research Associate 

Gagliardi, Joseph N., MD, Adjunct Assistant Professor 

Gallagher, Barbara, Adjunct Assistant Professor 

Gandhi, Devang, MD, Medical School Assistant Professor 

Gao, Xue-Min, MD, Research Assistant Professor 

Gearon, Jean, PhD, Assistant Professor 

Ghuman, Harinder, MD, Medical School Associate Professor 

Giannandrea, Paul, MD, Medical School Assistant Professor 

Gibbons, John J., PhD, Clinical Assistant Professor 

Glaser, Kurt, MD, Clinical Associate Professor 

Glovinsky, David, MD, Clinical Assistant Professor 

Godenne, Ghislaine, MO, Clinical Professor 

Gold, Alan, MD, Clinical Assistant Professor 

Gold, James, PhD, Research Associate Professor 

Goldberg, Beverli, MD, Clinical Assistant Professor 

Goldberg, Samuel, MD, Clinical Assistant Professor 

Goldman, Howard, MD, Professor 

Gordon, Charles T., MD, Clinical Assistant Professor 

Gorelick, David A., MD, PhD, Adjunct Professor 

Grenell, Robert G., MD, Professor Emeritus 

Gross, Herbert, MD, Clinical Professor 

Grzanna, Reinhard, PhD, Adjunct Professor 

Guidette, Paolo, PhD, Clinical Instructor 

Gussak, Deborah, BA, Research Associate 

Guttman, Alicia, MD, Clinical Assistant Professor 

Hackman, Ann, MD, Medical School Assistant Professor 

Haerian, Mohammad, MD, Clinical Associate Professor 

Hai, Ma-Chi, MD, Clinical Instructor 

Hagaman, Scott, MD, Clinical Assistant Professor 

Hanlon, Thomas, PhD, Research Associate Professor 

Hanson, Annette L., MD, Clinical Assistant Professor 

Harbin, Henry, MD, Clinical Associate Professor 

Hastings, Brian, MD, Medical School Assistant Professor 

Hastings, Eileen, RN, LCSW 

Hauser, Peter, MD, Medical School Professor 

Heinrichs, Douglas W., MD, Adjuncth Professor 

Helsel, David, MD, Adjunct Assistant Professor 

Hepburn, Brian, MD, Clinical Assistant Professor 

Herman, Robert, MD, Clinical Assistant Professor 

Herr, Steve, MSW, Clinical Assistant Professor 

Herron, John, MSW, Clinical Assistant Professor 

Hertzman, Marc, MD, Adjunct Professor 

Administration and Faculty 205 

Hicks, C. William, MD, Clinical Assistant Professor 

Hill, Beada H., MD, Medical School Assistant Professor 

Hindsman, Robin, PsyD, Medical School Assistant Professor 

Hoffman, Raymond, MD, Clinical Assistant Professor 

Holcomb, Henry, MD, Research Associate Professor 

Horn, David S., MD, Adjunct Assistant Professor 

Hunt, Gerard, PhD, Associate Professor 

Jani, Sushma, MD, Medical School Assistant Professor 

Jaffe, Jerome H., MD, Adjunct Professor 

Jahromi, Mahmood, MD, Adjunct Instructor 

Janick, Lenna, BA, Faculty Research Assistant 

Janofsky, Jeffrey, MD, Clinical Assistant Professor 

Jencks, Stephen, MD, Clinical Associate Professor 

Johnson, Jeannette, PhD, Medical School Assistant Professor 

Kahn, Peter, MD, Clinical Assistant Professor 

Kaiser, Theodore, MD, Clinical Associate Professor 

Kalra, Deborah, PhD, Medical School Assistant Professor 

Kane, Robert, PhD, Medical School Associate Professor 

Kappelman, Murray M., MD, Professor 

Karp, Elaine, PhD, Clinical Assistant Professor 

Kaup, Bruce, MD, Medical School Assistant Professor 

Kelly, Deanna, PhD, Research Associate 

Kent, Dawn M., Faculty Research Assistant 

Khazan, Tanya S., MD, Medical School Assistant Professor 

King, Lisa, BS, Faculty Research Assistant 

Kirkpatrick, Brian, MD, Research Associate Professor 

Klein, Gary A., MD, Clinical Assistant Professor 

Kling, Mitch, MD, Medical School Associate Professor 

Knowles, Frederick, MD, Clinical Assistant Professor 

Koenig, James, PhD, Research Associate Professor 

Krajewski, Thomas, MD, Clinical Associate Professor 

Krauss, Nancy, MSW, Clinical Associate Professor 

Kunkel, Richard S., MSW, Research Associate 

Kurland, Albert, MD, Adjunct Professor 

LaGana, Christine M., PhD, Clinical Assistant Professor 

Lahti, Adrienne, MD, Research Assistant Professor 

Lahti, Robert, PhD, Research Professor 

Lann, Helen, PhD, Clinical Assistant Professor 

LaPorte, David, PhD, Research Assistant Professor 

Lari, Faye, MD, Clinical Instructor 

Laurich, Ivan W., MBBS, Clinical Assistant Professor 

Lehman, Anthony, MD, Professor 

Lessey, Robert A., MD, Clinical Assistant Professor 

LeFkowits, John, PhD, Clinical Assistant Professor 

LeVan, Debra, LCSW, Adjunct Instructor 

Levin, Leon, MD, Clinical Associate Professor 

206 School of Medicine 

Levy, Stevan, PhD, Medical School Assistant Professor 
Liberto, Joseph, MD, Medical School Assistant Professor 
Lion, John, MD, Clinical Professor 
Lipkin, John O., MD, Clinical Professor 
Stoline-Litwin, Ann, MD, Clinical Assistant Professor 
Locklear, Eileen, PhD, Clinical Assistant Professor 
Loewenstein, Richard, MD, Clinical Assistant Professor 
Loreck, David, MD, Medical School Assistant Professor 
Love, Lois H., MD, Clinical Assistant Professor 
Mallott, David, MD, Medical School Associate Professor 
Manzanera, Elena, Clinical Assistant Professor 
Marcus, Lori A., Clinical Instructor 

Martinez, Pedro, MD, Medical School Assistant Professor 
Massey, Anthony, MD, Medical School Assistant Professor 
McCann, Merle, MD, Clinical Assistant Professor 
McClelland, Paul, MD, Adjunct Assistant Professor 
McDuff, David, MD, Medical School Associate Professor 
Medoff, Deborah, PhD, Research Assistant Professor 
Menon, Kumar, PhD, Research Assistant Professor 
Merlis, Daniel, Clinical Assistant Professor 
Merryman, Mary Beth, Clinical Assistant Professor 
Mghir, Rim, MD, Clinical Assistant Professor 
Miller, Alan, MD, Clinical Assistant Professor 
Miller, Dinah, MD, Clinical Assistant Professor 
Monopolis, Spyros, MD, Clinical Assistant Professor 
Monroe, Russell R., MD, Professor 
Moricle, LeaAnn, MD, Clinical Assistant Professor 
Munoz, Robinson, MD, Medical School Assistant Professor 
Muneses, Todd, MD, Adjunct Instructor 
Munson, Robert, Research Associate 
Myers, Patrick C, Research Associate 
Nurco, David N., Research Professor 
O'Callaghan, P. Gayle, PhD, Clinical Assistant Professor 
Oglesby, Thomas J., MD, Clinical Assistant Professor 
Okum, Marjorie, PhD, Clinical Assistant Professor 
Olivares, Enrique, MD, Clinical Instructor 
Olsson, James, PhD, Clinical Assistant Professor 
Orgel, Laurie, MD, Clinical Assistant Professor 
Osher, Fred, MD, Medical School Associate Professor 
Oster, Gerald D., PhD, Clinical Associate Professor 
Paskewitz, David, PhD, Medical School Assistant Professor 
Patel, Smita, MD, Adjunct Associate Professor 
Patterson, Raymond F., MD, Clinical Associate Professor 
Pecevich, Mark, MD, Medical School Associate Professor 
Penna, Manuel, MD, Clinical Associate Professor 
Perret, Yvonne, 1 ( s\\ . C ainical Assistant Professor 

Administration and Faculty 207 

Peszke, Michael, MB, BCh, Clinical Professor 

Phillips, Jay, MD, Clinical Assistant Professor 

Phillips, Robert, MD, Adjunct Associate Professor 

Phillips, Sheridan, PhD, Associate Professor 

Plaut, S. Michael, PhD, Associate Professor 

Purcell, Penelope, Clinical Assistant Professor 

Qin, Dongyun, MD, Faculty Research Assistant 

Quigley, Joan, Faculty Research Assistant 

RachBeisel, Jill, MD, Medical School Assistant Professor 

Rapoport, Rosalie, Clinical Assistant Professor 

Rappeport, Jonas, MD, Clinical Professor Emeritus 

Raskin, Allen, PhD, Research Professor 

Rassoulpour, Arash, BS, Faculty Research Assistant 

Rath, Frank H. Jr., PhD, Clinical Associate Professor 

Raymond, Linda, MD, Clinical Assistant Professor 

Regenold, William, MD, Medical school Assistant Professor 

Richardson, Charles M., MD, Clinical Instructor 

Roberts, Paul, MD, Clinical Assistant Professor 

Roberts, Rosalinda, PhD, Research Associate Professor 

Robinson, Betty, MD, Adjunct Associate Professor 

Robinson, Charles, MD, Medical School Assistant Professor 

Rose, Deborah, MD, Clinical Assistant Professor 

Ross, Donald, MD, Clinical Associate Professor 

Roskes, Eric, MD, Medical School Assistant Professor 

Rothbaum, Kenneth L., MD, Clinical Assistant Professor 

Rothlind, Johannes, C, PhD, Assistant Professor 

Rudo, Andrew, MD, Clinical Assistant Professor 

Ruskin, Paul, MD, Medical School Assistant Professor 

Rushton, Joseph, Research Associate 

Russo, Thomas, PhD, Medical School Assistant Professor 

Saidel, Donald H., PhD, Clinical Assistant Professor 

Sakles, Constantine J., MD, Medical School Professor 

Sandler, Lawrence, MD, Clinical Assistant Professor 

Sarles, Richard, MD, Medical School Professor 

Schmitt, Rosemary, Research Associate 

Schnaper, Nathan, MD, Clinical Professor Emeritus 

Schoonover, Frances W., MD, Clinical Assistant Professor 

Scott, Jack E., ScD, Research Assistant Professor 

Schwarcz, Robert, PhD, Research Professor 

Schwartz, Eugene, Adjunct Assistant Professor 

Schwartz, Robert P., MD, Medical School Assistant Professor 

Sharfstein, Stephen, MD, Clinical Professor 

Shepard, Paul, PhD, Research Associate Professor 

Siegel, Madelyn J., MD, Clinical Assistant Professor 

Silver, Stuart B., MD, Clinical Associate Professor 

Skotzko, Christine, MD, Medical School Assistant Professor 

208 School of Medicine 

Sokal, Dina, MD, Clinical Assistant Professor 

Sokal, Joseph, MD, Medical School Assistant Professor 

Solounias, Bernadette, MD, Clinical Assistant Professor 

Spector, Jack, PhD, Clinical Assistant Professor 

Spier, Scott, MD, Clinical Associate Professor 

Stefanek, Michael, PhD, Medical School Associate Professor 

Steinbach, Irvin, Clinical Instructor 

Steinberg, John, MD, Clinical Assistant Professor 

Storch, Daniel, MD, Clinical Associate Professor 

Strahan, Susan T., MD, Clinical Assistant Professor 

Styrt, Jerome, MD, Clinical Associate Professor 

Summerfelt, Ann, Clinical Instructor 

Taghezadeh, Fereidoon, MD, Clinical Assistant Professor 

Talbott, John A., MD, Professor and Chair 

Tamminga, Carol, MD, Research Professor 

Tang, Cecelia, MD, Medical School Assistant Professor 

Taylor, Ronald J., MD, Adjunct Assistant Professor 

Tellefsen, Christiane, MD, Clinical Assistant Professor 

Thaker, Gunvant, MD, Research Associate Professor 

Thompson, Donald, MD, Medical School Assistant Professor 

Thompson, James, MD, Clinical Professor 

Tiegel, Stuart, M.S.W., Medical School Assistant Professor 

Twery, Michael, PhD, Research Assistant Professor 

Uigur, Ulku, MD, Clinical Assistant Professor 

Underhill, Lynn, LCSW, Clinical Instructor 

Urbaitis, John, MD, Adjunct Associate Professor 

Varghese, Raju, EdD, Clinical Associate Professor 

Vimalananda, Meenaksho, MD, Clinical Assistant Professor 

Vogel, Michael, PhD, Research Associate Professor 

VonMuehlen, Lutz H., MD, Clinical Assistant Professor 

Waltrip, Royce II, MD, Research Assistant Professor 

Warner, Beth, PhD, Medical School Assistant Professor 

Warres, Neil, MD, Clinical Assistant Professor 

Warwick, Arthur M., MD, Medical School Assistant Professor 

Weiner, Elaine E., MD, Assistant Professor 

Weinstein, Stanley E., PhD, Clinical Associate Professor 

Weintraub, Eric, MD, Medical School Assistant Professor 

Weintraub, Walter, MD, Clinical Professor 

Weist, Mark, PhD, Medical School Associate Professor 

White, Robert K., Clinical Assistant Professor 

Whitefield, Steven, MD, Medical School Assistant Professor 

Widra, Patricia, MD, Clinical Instructor 

Wimmer, William, MD, Clinical Assistant Professor 

Work, Henry, MD, Clinical Professor 

Wu, Hui-Qiu, PhD, Research Assistant Professor 

Zaremba, Sandra, Faculty Research Assistant 

Ziesat, Harold, PhD, Clinical Associate Professor 

Administration and Faculty 209 


Professor and Chair 

Carl M. Mansfield, MD, ScD, FACR, FACNM 

Ames, John W., MD, Assistant Professor 
Amin, Pradip P., MD, School Assistant Professor 
Balcer-Kubiczek, Elizabeth, PhD, Associate Professor 
Cheston, Sally B., MD, Assistant Professor 
Harrison, George, PhD, Associate Professor 
Jacobs, Maria C, MD, School Assistant Professor 
Kennedy, Andrew S., MD, Assistant Professor 
MacVittie, Thomas J., PhD, Adjunct Associate Professor 
Rhee, Juong G., PhD, Associate Professor 
Strohl, Roberta A., MN, School Associate Professor 
Suntharalingam, Mohan, MD, Assistant Professor 
Yu, Cedric X, DSc, Assistant Professor 


Professor and Chair 
Bruce E. Jarrell, MD 


Professor and Head 
Brian J. Browne, MD 

Alberto, Gino, DO, Clinical Assistant Professor 

Babb, Kevin O., MD, Instructor 

Barish, Robert A., MD, Professor 

Bass, Robert R., MD, Clinical Associate Professor 

Belleza, Walter B., MD, Instructor 

Bissell, Richard A., PhD, Adjunct Assistant Professor 

Bolgiano, Edward B., MD, Assistant Professor 

Browne, Brian J., MD, Professor and Head 

Butler, Kenneth H., DO, Assistant Professor 

Cotto-Cumba, Cynthia, MD, Instructor 

Crisanti, Joseph S., MD, Clinical Instructor 

DeFeo, Linda M., MD, JD, Clinical Assistant Professor 

D'Orta, James A., MD, Clinical Instructor 

Doyon, Suzanne, MD, Instructor 

Eastham, James N., ScD, Adjunct Assistant Professor 

Edelstein, Sol, MD, Clinical Professor 

210 School of Medicine 

Euerle, Brian D., MD, Assistant Professor 

Floccare, Douglas, MD, Clinical Assistant Professor 

Fortenberry, Charles D., MD, Assistant Professor 

Gaasch, Wade R., MD, Assistant Professor 

Geroff, Adam J., MD, Clinical Instructor 

Gershon, Terri S., MD, Clinical Instructor 

Gimbel, Jeffrey H., MD, MPH, Clinical Instructor 

Goyal, Deepi G., MD, Instructor 

Groleau, Georgina A., MD, Assistant Professor 

Halligan, Luanne F., MD, Clinical Assistant Professor 

Hexter, David A., MD, MPH, Clinical Assistant Professor 

Hill, Edna R., MD, Clinical Assistant Professor 

Hsu, Samuel S., MD, Instructor 

Jackson, Christine M., MD, Assistant Professor 

Jerrard, David A., MD, Associate Professor 

Joffe, Steven L., MD, Clinical Instructor 

Johnson, Dean E., MD, Assistant Professor 

Kuo, Dick, MD, Assistant Professor 

Lazo, Christina M., MD, Instructor 

Ligon-Nunez, Rhamin S., MD, Assistant Professor 

Mattu, Amal, MD, Instructor 

McPherson, Scott J., MD, Assistant Professor 

Morhaim, Daniel K., MD, Clinical Assistant Professor 

O'Connell, Jeanne M., MD, Instructor 

Olshaker, Jonathan S., MD, Associate Professor 

Perpall, Arthur E. Jr., MD, Assistant Professor 

Pimentel, Laura, MD, Assistant Professor 

Prybus, Kathleen M., DO, Assistant Professor 

Robinson, David J., MD, Clinical Instructor 

Rolnick, Michael A., MD, Assistant Professor 

Rorison, David G., MD, Clinical Assistant Professor 

Scott, Carol J., MD, Clinical Assistant Professor 

Scruggs, Kevin H., MD, Clinical Assistant Professor 

Seaman, Kevin G., MD, Assistant Professor 

Stair, Thomas O., MD, Professor 

Stone, Roger, MD, Clinical Assistant Professor 

Teague, Heidi, M., MI), Instructor 

Tso, Elizabeth L., Ml), Associate Professor 

Vinocur, Leigh, MD, Clinical Assistant Professor 

Walker, Benjamin A., MD, Clinical Instructor 

Whye, DePriest W. Jr., Ml), Clinical Assistant Professor 

Winston, Reed A., Ml), PhD, Clinical Assistant Professor 

Witting, Michael D., MI), Assistant Professor 

Administration and Faculty 21 I 


Professor and Head 
Barbara L. Bass, MD 

Alvarez, Carlos, MD, Assistant Professor 

Badder, Elliott M., MD, Associate Professor 

Bass, Barbara L., MD, Professor and Head 

Buchbinder, Dale, MD, Clinical Professor 

Cho, Eugene, MD, Instructor 

Clark, Francis A. Jr., MD, Clinical Assistant Professor 

Cox, Everard F., MD, Clinical Associate Professor 

DeMarco, Salvatore J., MD, Clinical Assistant Professor 

Dunkin, Brian J., MD, Assistant Professor 

Fitzpatrick, James L., MD, Assistant Professor 

Flowers, John L., MD, Associate Professor 

Friedman, Neil B., MD, Clinical Assistant 

Graham, Scott M., MD, Clinical Associate Professor 

Gudwin, Arthur L., MD, Clinical Assistant Professor 

Harrison, Miles G. Jr., MD, Clinical Assistant Professor 

Imbembo, Anthony L., MD, Professor 

King, A. Daniel Jr., MD, Clinical Assistant Professor 

Levine, Hilbert M., MD, Clinical Assistant Professor 

Macon, William L., MD, Clinical Associate 

Mir, Sidney S., MD, Clinical Associate Professor 

Munster, Andrew M., MD, Clinical Associate Professor 

Novin, Neil, MD, Clinical Associate Professor 

Padussis, Constantine J., MD, Clinical Associate 

Ramsey, Harold E., MD, Clinical Instructor 

Raneri, Anthony J., MD, Clinical Assistant Professor 

Schnaper, Lauren A., MD, Clinical Associate Professor 

Schwartzentruber, Douglas J., MD, Clinical Assistant Professor 

Scovill, William A., MD, Clinical Professor 

Silva, John S., MD, Adjunct Associate Professor 

Singer, John A., MD, Clinical Assistant Professor 

Smoot, Roy T., MD, Clinical Instructor 

Steers, John A., MD, Clinical Assistant Professor 

Stump, Kyle C, DVM, Assistant Professor 

Szczypinski, Adam F., MD, Clinical Assistant Professor 

Thrasher, Terry, PhD, Professor 

Tortolani, Edmund C, MD, Clinical Assistant Professor 

Toy, Frederick K., MD, Clinical Instructor 

Vachon, Debra A., MD, Clinical Assistant Professor 

Wang, Jian-Ying, MD, PhD, Associate Professor 

Wolpert, Seth I., MD, Assistant Professor 

212 School of Medicine 


Professor and Head 
Andrew R. Burgess, MD 

Abrams, Robert C, MD, Clinical Associate Professor 

Adams, RD, DPM, Clinical Assistant Professor 

Apostolo, Paul M., MD, Clinical Assistant Professor 

Bands, Roy E., MD, Clinical Instructor 

Baugher, William H., MD, Clinical Assistant Professor 

Becker, Larry, MD, Clinical Assistant Professor 

Belkoff, Stephen M., PhD, Assistant Professor 

Bergfeld, John A., MD, Clinical Professor 

Brouillet, George H., MD, Clinical Instructor 

Brumback, Robert J., MD, Professor 

Burgess, Andrew R., MD, Professor and Head 

Ciotola, Joseph A., MD, Clinical Instructor 

Cohen, Phillip M., DPM, Clinical Instructor 

Copeland, Carol E., MD, Assistant Professor 

Curl, Leigh Ann, MD, Assistant Professor 

Curcin, Aleksandar, MD, Assistant Professor 

DeDeyne, Patrick, PhD, Assistant Professor 

Diamond, Eric L., DPM, Clinical Instructor 

Diamond, Liebe S., MD, Clinical Associate Professor 

Edwards, Charles C, MD, Professor 

Eglseder, W. Andrew, MD, Assistant Professor 

Ellis, Michael A., MD, Clinical Assistant Professor 

Engh, Charles A., Sr., MD, Clinical Associate Professor 

Engh, Charles A., Jr., MD, Clinical Assistant Professor 

Engh, Gerard A., MD, Clinical Associate Professor 

Fedder, Ira L., MD, Clinical Instructor 

Friedler, Stanley, MD, Clinical Assistant Professor 

Greenstein, George H., MD, Clinical Assistant Professor 

Harries, Thomas J., MD, Clinical Instructor 

Herzenberg, John E., MD, Associate Professor 

House, Homer C, MD, Clinical Assistant Professor 

Jinnah, Riyaz H., MD, Clinical Associate Professor 

Kenzora, John E., MD, Professor 

Lenet, Marc D., DPM, Clinical Assistant Professor 

Levine, Alan M., MD, Clinical Professor 

Martin, Nicholette M., MD, Clinical Instructor 

Matz, Samuel C, Ml), Clinical Instructor 

Moorman, Claude T., Ml ), Assistant Professor 

Paley, Dror, MD, Professor 

Pollak, Andrew N., Ml ), Assistant Professor 

Reichmeister, Jerome P., MI), Clinical Associate Professor 

Administration and Faculty 2 1 3 

Rosenthal, Mark S., MD, Clinical Assistant Professor 
Sherman, Michael M., DPM, Clinical Assistant Professor 
Silberstein, Charles, MD, Clinical Assistant Professor 
Simmons, Shelton C, III, DMD, MD, Clinical Instructor 
Smulyan, William L, MD, Clinical Instructor 
Sothoron, Haddox W., MD, Clinical Assistant Professor 
Spence, Kenneth F., MD, Clinical Assistant Professor 
Sydney, Sam V., MBBS, Clinical Instructor 
Tansey, John J., MD, Clinical Associate Professor 
Tetsworth, Kevin D., MD, Assistant Professor 
Topaleski, Tim, PhD, Adjunct Assistant Professor 
Turen, Clifford H., MD, Assistant Professor 
von Kessler, Kirby, MD, Clinical Assistant Professor 
Whitten, Thomas V., MD, Clinical Instructor 
Wolff, Gregg, MD, Clinical Instructor 
Wood, James E., MD, Clinical Assistant Professor 
Zadek, Robert E., MD, Clinical Associate Professor 
Zeitouneh, Emad, MD, Clinical Instructor 
Zhu, Wenhu, PhD, Adjunct Assistant Professor 



Assistant Professor and Acting Head 
Paul F. Castellanos, MD 

Baker, Dole P., MD, Clinical Assistant Professor 

Biedlingmaier, John F., MD, Clinical Associate Professor 

Blackston, Marilyn L., MD, Assistant Professor 

Blum, Stanley L., MD, Clinical Instructor 

Castellanos, Paul F., MD, Assistant Professor and Acting Head 

Cicci, Regina L., PhD, Assistant Professor 

Clayton, Marco, MD, PhD, Clinical Instructor 

Clayton, Robert A., MD, Clinical Instructor 

Cosentino, Enzo, MD, Clinical Assistant Professor 

Emery, Brian E., MD, Assistant Professor 

Fletcher, Margaret M., MD, Clinical Associate Professor 

Formby, Charles C, PhD, Associate Professor 

Goldstein, Moise, PhD, Adjunct Professor 

Gray, William C, MD, Associate Professor 

Hazell, Jonathan W.P., MBBChir, Visiting Professor 

Jastreboff, Malgorzata M., PhD, Assistant Professor 

Jastreboff, PawelJ., PhD, Professor 

Khan, Ahsan S., MD, Clinical Instructor 

Kleiman, Lee A., MD, Clinical Instructor 

214 School of Medicine 

Letowski, Tomasz, PhD, Adjunct Associate Professor 

Leveque, Hubert, MD, Clinical Assistant Professor 

Molter, David W., MD, Assistant Professor 

Nelson, Peggy, B., PhD, Assistant Professor 

Ominsky, Barry E., MD, Clinical Assistant Professor 

Pardo, Juan M., MD, Clinical Instructor 

Penner, Merrilynn J., PhD, Adjunct Professor 

Revoille, Sally G., PhD, Adjunct Professor 

Robinson, David, PhD, Adjunct Professor 

Rutledge, Janet C, PhD, Associate Professor 

Sawyer, Robert, MD, Associate Professor 

Sklarew, Eric C, MD, Clinical Instructor 

Smith-Abouchacra, Kim M., PhD, Adjunct Assistant Professor 

Steiner, Albert, MD, Clinical Assistant Professor 

Stone, Maureen L., PhD, Professor 

Toner, Thomas J. Jr., MD, Clinical Instructor 


Professor and Head 
Nelson H. Goldberg, MD 

Ballesteros, Ruben F., MD, Clinical Assistant Professor 

Bickel, Kyle, MD, Clinical Instructor 

Carlton, James M., MD, Assistant Professor 

Crawley, William A., MD, DDS, Clinical Instructor 

Franks, Denis, MD, Clinical Associate 

Goldberg, Nelson H., MD, Professor and Head 

Grace, George T., MD, Clinical Assistant Professor 

Hill, Terri L., MD, Clinical Instructor 

Hirata, Richard M., MD, Clinical Assistant Professor 

Hoopes, John E., MD, Clinical Professor 

Klatsky, Stanley A., MD, Clinical Assistant Professor 

Manson, Paul N., MD, Clinical Professor 

Orlando, Joseph C, MD, Clinical Assistant Professor 

Plasse, Jerome S., Ml), Clinical Assistant Professor 

Ramirez, Oscar M., MD, Clinical Assistant Professor 

Ringelman, Paul R., MD, Clinical Instructor 

Robertson, Bradley C, MD, DDS, Assistant Professor 

Saunders, John R. Jr., MD, Clinical Assistant Professor 

Slezak, Sheri, MD, Associate Professor 

Spence, Robert J., Ml), Clinical Assistant Professor 

Vanderkolk, Craig A., MI), Clinical Assistant Professor 

Weiss, Alan J., MI), Clinical Instructor 

Wilhelmsen, Hans R., MD, Clinical Assistant Professor 

Wong, Leslie, MI), Clinical Instructor 

Administration and Faculty 2 I 5 


Professor and Head 
J. Laurance Hill, MD 

Buck, James R., DVM, MD, Clinical Assistant Professor 

Colombani, Paul M., MD, Clinical Assistant Professor 

Haller, J. Alex Jr., MD, Clinical Professor 

Hill, J. Laurance, MD, Professor and Head 

Paidas, Charles N., MD, Clinical Assistant Professor 

Strauch, Eric, MD, Assistant Professor 

Voigt, Roger W., MBBCh, Assistant Professor 


Professor and Head 
Joseph S. McLaughlin, MD 

Attar, Safuh, MD, Professor Emeritus 

Cardarelli, Marcelo G., MD, Assistant Professor 
Conte, John V., MD, Assistant Professor 
Downing, Stephen W., MD, Assistant Professor 
Foster, Andrew H., MD, Associate Professor 
Gamliel, Ziv, MD, Assistant Professor 
Krasna, Mark J., MD, Associate Professor 
Leacock, Ferdinand S., MD, Clinical Instructor 
McLaughlin, Joseph S., MD, Professor And Head 
Mech, Karl F. Jr., MD, Clinical Instructor 
Sell, Jeffrey E., MD, Clinical Assistant Professor 
Sequeira, Alejandro J., MD, Associate Professor 
Sonett, Joshua R., MD, Assistant Professor 
Wei, Chi-Ming, PhD, Associate Professor 


Professor and Head 
Stephen T. Bartlett, MD 

Bartlett, Stephen T., MD, Professor and Head 
Colonna, II, John O., MD, Associate Professor 
Farney, Alan, MD, Assistant Professor 
Hadley, Gregg A., PhD, Associate Professor 

216 School of Medicine 

Jarrell, Bruce E., MD, Professor and Chairman 
Philosophe, Benjamin, MD, Assistant Professor 
Schweitzer, Eugene J., MD, Associate Professor 


Professor and Head 
Thomas M. Scalea, MD 

Champion, Howard R., MD, Professor 
Chiu, William, MD, Instructor 
Cooper, Carnell, MD, Assistant Professor 
Darlington, Daniel N., PhD, Associate Professor 
Gann, Donald S., MD, Professor 
Gens, David R., MD, Assistant Professor 
Henry, Sharon M., MD, Assistant Professor 
Militello, Philip R., MD, Assistant Professor 
Myers, Roy A.M., MD, Assistant Professor 
Napolitano, Lena M., MD, Associate Professor 
Scalea, Thomas, MD, Professor and Head 
Rodriguez, Aurelio, MD, Associate Professor 
Soderstrom, Carl A., MD, Professor 
Wiles, Charles E., MD, Associate Professor 


Professor and Head 
Stephen C. Jacobs, MD 

Campbell, Edward W. Jr., MD, Professor Emeritus 

Alexander, Richard B., MD, Associate Professor 
Applestein, Marc B., MD, Clinical Instructor 
Berger, Bruce W., MD, Clinical Assistant Professor 
Bergmann, Frederick G., MD, Clinical Instructor 
Bezirdjian, Lawrence C, MD, Clinical Assistant Professor 
Brodie, Ray Jr., MD, Clinical Instructor 
Brown, Michael W., MD, Clinical Instructor 
Burger, Robert H., MD, Clinical Assistant Professor 
Busky, Stephen M., MD, Clinical Instructor 
Chai, Toby C, MD, Assistant Professor 
Cherry, Joel M., MI), Clinical Assistant Professor 
Cohen, Stephen P., MD, Clinical Associate Professor 
Dhanda, Anand M., MBBS, ( finical Instructor 

Administration and Faculty 2 1 7 

Filderman, Peter S., MD, Clinical Assistant Professor 
Galleher, Earl P., MD, Clinical Associate Professor 
Gearhart, John P., MD, Adjunct Associate Professor 
Gessler, Robert A., MD, Clinical Instructor 
Harne, Gary F., MD, Clinical Instructor 
Howard, Ralph M., MD, Clinical Assistant Professor 
Jacobs, Stephen C, MD, Professor And Head 
Jaskulsky, Stephen R., MD, Clinical Instructor 
Jeffs, Robert D., MD, Adjunct Professor 
Kalash, Suhayl S., MD, Clinical Associate Professor 
Kaplan, Harold J., MD, Clinical Assistant Professor 
Kyprianou, Natasha, PhD, Associate Professor 
Lerner, Brad D., MD, Clinical Instructor 
Levin, Richard, MD, Clinical Instructor 
Mamo, George J., MD, Clinical Instructor 
Naslund, Michael J., MD, Associate Professor 
Redwood, Stanley M., MD, Clinical Instructor 
Schonwald, Harvey N., MD, Clinical Instructor 
Sclama, Anthony O., MD, Clinical Instructor 
Shaw-Taylor, Kofi E., MD, Clinical Instructor 
Shpritz, Louis A., MD, Clinical Assistant Professor 
Singh, Bhupinder, MD, Clinical Instructor 
Sklar, Geoffrey N., MD, Assistant Professor 
Smith, Harry W., MD, Clinical Instructor 


Professor and Head 
William R. Flinn, MD 

Benjamin, Marshall E., MD, Assistant Professor 
Flinn, William R., MD, Professor and Head 
Killewich, Lois A., MD, PhD, Associate Professor 
Lilly, Michael P., MD, Associate Professor 
Queral, Luis A., MD, Clinical Associate Professor 


Professor and Director 
Thomas Scalea M., MD, 

Bickel, Kyle D., MD, Clinical Instructor (Surgery) 
Blenko, John W., MI), Assistant Professor (Anesthesiology) 
Boehm, Clifford E., MD, Assistant Professor (Anesthesiology) 

218 School of Medicine 

Britten, John S., MD, Associate Professor (Medicine) 
Brumback, Robert J., MD, Professor (Surgery) 
Burgess, Andrew R., MD, Professor (Surgery) 
Caplan, Ellis S., MD, Associate Professor (Medicine) 
Chiu, William C, MD, Visiting Clinical Instructor (Surgery) 
Cline, Harold L., MD, Assistant Professor (Anesthesiology) 
Copeland, Carol E., MD, Assistant Professor (Surgery) 
Cotto-Cumba, Cynthia, MD, Clinical Instructor (Surgery) 
Crawley, William A., MD, Clinical Instructor (Surgery) 
Dutton, Richard P., MD, Assistant Professor (Anesthesiology) 
Eglseder, Andrew W., MD, Assistant Professor (Surgery) 
Fedder, Ira L., MD, Clinical Instructor (Surgery) 
Fouche, Yvette L.., MD, Clinical Instructor (Anesthesiology) 
Gens, David R., MD, Assistant Professor (Surgery) 
Gerold, Kevin B., DO, Assistant Professor (Anesthesiology) 
Habashi, Nader M., MD, Assistant Professor (Medicine) 
Henry, Sharon M., MD, Assistant Professor (Surgery) 
Jaberi, Mahmood, MD, Assistant Professor (Anesthesiology) 
Joshi, Manjari, MD, Assistant Professor (Medicine) 
Kalish, Murray, MD, Assistant Professor (Anesthesiology) 
Kester, Kent E., MD, Volunteer Clinical Instructor (Medicine) 
Mackenzie, Colin F., MD, Professor (Anesthesiology) 
Manson, Paul N., MD, Clinical Professor (Surgery) 
Matz, Samuel O., MD, Clinical Instructor (Surgery) 
McCunn, Maureen, MD, Assistant Professor (Anesthesiology) 
Militello, Philip R., MD, Assistant Professor (Surgery) 
Mulinde, Jean M., MD, Assistant Professor (Medicine) 
Myers, Roy A. M., MD, Assistant Professor (Surgery) 
Pollak, Andrew N., MD, Assistant Professor (Surgery) 
Rabinowitz, Ronald P., MD, Assistant Professor (Medicine) 
Reynolds, H. Neal, MD, Associate Professor (Medicine) 
Robertston, Bradley C, MD, Assistant Professor (Surgery) 
Rodriguez, Aurelio, MD, Professor (Surgery) 
Scalea, Thomas M., MD, Professor (Surgery) and Director 
Sidhu, Sukhwant, MD, Clinical Instructor (Anesthesiology) 
Soderstrom, Carl A., MD, Professor (Surgery) 
Sydney, Sam V., MD, Clinical Instructor (Surgery) 
Tarantino, David P., MD, Assistant Professor (Anesthesiology) 
Turen, Clifford H., MD, Assistant Professor (Surgery) 
Wiles, Charles E., MD, Associate Professor (Surgery) 
Wong, Lesley, MD, Clinical Instructor (Surgery) 

Administration and Faculty 2 I 9 

Internships and Residencies 
Class of 1998 


Maryland (2) 

Out-of-State (0) 

The Johns Hopkins Hospital 


Maryland (0) 
Out-of-State (2) 
Brooke Army Medical Center 
UMDNJ-Robt Wood Johnson 
Medical School 


Maryland (3) 

Out-of-State (7) 

The Johns Hopkins Hospital 

Howard U. Hospital 

U. Maryland Hospital 

LSU School of Medicine-New Orleans 

Mt. Sinai Medical Center-Cleveland 

Stanford U. Hospital 

SUNY Health Science Center- 

UMDNJ-Robt Wood Johnson 


U. Virginia Health Science Center 


Maryland (4) 

Out-of-State (14) 

Franklin Square Hospital 

Altoona Hospital 

U. Maryland Hospital 

Eastern Virginia Grad Sch of Med 

Family Medicine of SW Washington 

Indiana U. School of Medicine 

Medical Center of Central Georgia 

Moses H. Cone Memorial Hospital 

Providence Medical Center 

Riverside General Hospital 

St. Joseph Hospital 

U. Florida Health Science Center 

U. Virginia 

U. Michigan 

York Hospital 


Maryland (10) 

Out-of-State (28) 

The John Hopkins Hospital 

Allegheny U. Hospital 

U. Maryland Hospital 

Baylor College of Medicine 

Boston U. Medical Center 

Fletcher Allen Health Care 

George Washington U. Hospital 

Georgetown U. Medical Center 

Hospital of the U. Pennsylvania 

Maine Medical Center 

Montefiore Medical Center 

Northwestern U. 

St. Mary Medical Center 

Strong Memorial Hospital 

Temple U. Hospital 

Thomas Jefferson U. 

UCLA Medical Center 

U. Colorado School of Medicine 

U. Health Center of Pittsburgh 

Walter Reed Army Medical Center 


School of Medicine 


Maryland (7) 

Out of State (3) 

U. Maryland Hospital 

Georgetown U. Medical Center 

Jacobi Medical Center 

Montefrore Medical Center 



Maryland (0) 

Out of State (3) 

Albany Medical Center Hospital 

Baylor College of Medicine 


Howard U. Hospital 

U. Medical Center at Stony Brook 


Maryland (1) 

Out-of-State (2) 

U. Maryland Hospital 

St. Vincent's Hospital & Med Ctr 

Washington Hospital Center 


Maryland (2) 
Out-of-State (1) 
U. Maryland Hospital 
U. Illinois at Chicago 


Maryland (2) 


U. Maryland Hospital 


Maryland (0) 

Out of State (1) 

Duke U. Medical College 


Maryland (0) 

Out-of-State (2) 

Indiana U. Medical Center 

U. Pennsylvania Medical Center 


Maryland (1) 
Out-of-State (3) 
Sinai 1 lospital of Baltimore 
Georgetown U. 1 lospital 


Maryland (1) 

Out-of-State (0) 

The Johns Hopkins Hospital 


Maryland (1) 

Out-of-State (1) 

U. Maryland Hospital 

Brigham & Women's Hospital 


Maryland (4) 
Out-of-State (17) 

Sinai 1 lospital of Baltimore 

Baylor College oi Medicine 

U. Maryland Hospital 

Brown U. 

The Johns 1 [opkins I lospital 

Children's National Medical Center 

Internships and Residencies — Class of 1998 


Duke U. Medical Center 
Eastern Carolina Medical Center 
Indiana U. Medical Center 
Long Island Jewish Medical Center 
Milton S. Hershey Medical Center 
Rush-Presbyterian-Saint Luke 

St. Christopher's Hospital 
Thomas Jefferson U. 
Trippler Army Medical Center 
U. CA-San Francisco 
U. Hospitals of Cleveland 


Maryland (1) 

Out-of-State (1) 

U. Maryland Hospital 

U. South Carolina School of Medicine 


Maryland (0) 

Out-of-State (4) 

Frankford Hospital 

Lehigh Valley Hospital 

Naval Medical Center-San Diego 

Tucson Hospital Med Ed Program 


Maryland (1) 
Out-of-State (1) 
U. Maryland Hospital 
U. Texas at Houston 


Maryland (3) 

Out-of-State (7) 

U. Maryland Hospital 

Carilion Roanoke Memorial Hospital 

Bethesda Naval Medical Center 

George Washington U. Hospital 

Milton S. Hershey Medical Center 

Strong Memorial Hospital 

SUNY at Buffalo Affiliated Hospitals 

UMDNJ-Robt Wood Johnson Med 

U. South Florida 


Maryland (3) 
Out-of-State (3) 
The Johns Hopkins Hospital 
Georgetown U. Hospital 
U. Maryland Hospital 
Indiana U. Medical Center 
Tulane Affiliated Hospitals 


School of Medicine 

Internships and Residencies 
Class of 1997 


Maryland (1) 
Out-of-State (1) 
U. Maryland Hospital 
Medical Center of Delaware 


Maryland (3) 

Out-of-State (7) 

U. Maryland Hospital 

Akron City Hospital 

Bowman Gray School of Medicine 

Henry Ford Health Science Center 

Medical Center of Delaware 

Methodist Hospital of Indiana 

Rhode Island Hospital 

SUNY-HSC at Brooklyn 


Maryland (5) 

Out-of-State (15) 

Franklin Square Hospital 

Cabarrus Memorial Hospital 

U. Maryland Hospital 

Fairfax Family Practice Center 

Florida Hospital 

Lancaster Health Alliance 

Memorial Hospital-Carbondale 

Mercer U. School of Medicine 

U. North Carolina 

U. Texas Medical Branch 

U. Florida Health Science Center/JAX 

Williamsport Hospital and Med Ctr 

Wilson Medical Center— UHS 

York Hospital 


Maryland (11) 

Out-of-State (34) 

The John Hopkins Hospital 

Allegheny General Hospital 

U. Maryland Hospital 

Boston U. Hospital 

Brooke Army Medical Center 

Brown U. 

Eastern Virginia Medical School 

George Washington U. Hospital 

Georgetown U. Hospital 

Louis A. Weiss Memorial Hospital 

Mayo Clinic-Jacksonville 

Medical Center of Delaware 

Mercy Hospital & Medical Center 

New England Medical Center 

Northwestern U. 

Portsmouth Naval Medical Center 
SUNY at Stony Brook 
Temple U. Hospital 
Thomas Jefferson 
Trippler Army Medical Center 
UMDNJ-Robt Wood Johnson Med 

U. Hospital of Cleveland 
U. Alabama Hospital 
U. Chicago Hospital 
U. Florida 
U. Miami/Jackson Memorial Med 

U. Pittsburgh 

U. Texas SW Medical School 
I '. Washington Affiliated 1 [ospitals 
Yak-New Haven 1 lospital 
York Hospital 

Internships and Residencies — Class of 1997 



Maryland (11) 
Out-of-State (1 ) 
Sinai Hospital of Baltimore 
Medical Center of Delaware 
U. Maryland Hospital 



Maryland (3) 
Out-of-State (2 ) 
U. Maryland Hospital 
Geisinger Medical Center 
Rhode Island Hospital 


Maryland (1) 

Out-of-State (6) 

Sinai Hospital of Baltimore 

Allegheny U. Hospital 

Emory U. 

Thomas Jefferson U. Hospital 

U. Florida College of Medicine 


Maryland (1) 
Out-of-State (3) 
U. Maryland Hospital 
Case Western Reserve U. 
Hahnemann U. 


Maryland (0) 

Out-of-State (1) 

Duke U. Medical Center 


Maryland (2) 

Out-of-State (3) 

The Johns Hopkins Hospital 

Case Western Reserve U. 

U. Maryland Hospital 

U. Pennsylvania Medical Center 

U. Virginia Medical Center 


Maryland (1) 
Out-of-State (1) 
U. Maryland Hospital 
Children's Hospital, Brigham & 


Maryland (1) 
Out-of-State (2) 
U. Maryland Hospital 
Hershey Medical Center 
Detroit Medical Center 


Maryland (0) 

Out-of-State (5) 

Harvard Medical School 

Kaiser Permanente Medical Center 

New York Eye & Ear Infirmary 

Northwestern U. 

U. Virginia Medical Center 


Maryland (4) 

Out-of-State (17) 

U. Maryland Hospital 


School of Medicine 

Baylor College of Medicine 

Baystate Medical Center 

Children's National Medical Center 

Eastern Virginia Medical School 

Fairfax Hospital 

LA County-USC Medical Center 

Long Island Jewish 

Mercy Hospital of Pittsburgh 

Montefiore/Einstein Affil Hosp 

New York U. Medical Center 

San Diego Naval Hospital 

Strong Memorial Hospital 

U.C. David Medical Center 

U. Texas Medical Branch 

Vanderbilt U. Hospital 


Maryland (2) 
Out-of-State (8) 
The Union Memorial Hospital 
Catholic Medical Center 
U. Maryland Hospital 
Fletcher Allen Healthcare MCHV 
Good Samaritan Hospital 
Naval Medical Center-San Diego 
New England Deaconess Hospital 
Tulane Affiliated Hospitals 
UCLA School of Medicine 
UMDNJ-Robt Wood Johnson Sch 


Maryland (0) 
Out-of-State (2) 
Thomas Jefferson U. 
Spaulding Rehab Hospital 


Maryland (0) 

Out-of-State (5) 

Brigham & Women's Hospital 

Medical Center of Delaware 

The Graduate Hospital 

U. CA Davis-East Bav 


Maryland (0) 

Out-of-State (1) 

Ohio State U. Hospitals 



Maryland (0) 

Out-of-State (3) 

Riverside Regional Medical Center 

U. Hawaii 

U. Health Center-Pittsburgh 

Maryland (3) 

Out-of-State (4) 

U. Maryland Hospital 

Duke U. Medical Center 

Medical College of Wisconsin 

Oregon Health Sciences U. 

U. Washington Affiliated Hospitals 


Maryland (0) 

Out-of-State (3) 

Akron General Medical Center 

Boston U. Medical ( enter 

Temple I . 

Internships and Residencies — Class of 1997 


Internships and Residencies 
Class of 1 996 


Maryland (1) 

Out-of-State (0) 

U. Maryland Hospital 


Maryland (4) 
Out-of-State (2) 
U.Maryland Hospital 
SUNY-HSC at Brooklyn 
SUNY-HSC at Syracuse 


Maryland (9) 

Out-Of-State (16) 

Franklin Square Hospital 

Baylor College of Medicine 

U. Maryland Hospital 

Baystate Medical Center 

Hamot Medical Center 

Hennepin County Medical Center 

Idaho State U. 

Lancaster General Hospital 

Lynchburg Family Practice 

MacNeal Hospital 

Mayo Graduate School of Medicine 

MCV/Blackstone Family Practice 

Medical U. South Carolina 

Medical College of Wisconsin 

Provenant Mercy Family Medicine 

Spartanbrg Regional Medical Center 

The Maiden Hospital 

The Medical Center Beaver PA, Inc. 

Ventura County Medical Center 


Maryland (13) 
Out-of-State (27) 
Bethesda Naval Hospital 
Baylor College of Medicine 
Sinai Hospital of Baltimore 
Boston U. Medical Cntr 
The Johns Hopkins Hospital 
Georgetown U. Medical Center 
U. Maryland Hospital 
Medical College of Virginia 
Montefiore Medical Center 
Mt. Sinai Medical Center-NY 
New Hanover Regional Medical 

Northwestern U. 
Penn State U. Hospital 
Rush-Presbyterian-Saint Luke 

UCSD Medical Center 
U. North Carolina 
U. Tennessee College of Medicine 
U. California-Irvine 
U. Minnesota Hospital & Clinic 
U. Virginia 

Virginia Mason Hospital 
Washington Hospital Center 
West Los Angeles VA Medical Center 
Yale-New Haven Hospital 
York Hospital 


Maryland (10) 

Out-of-State (9) 

The Union Memorial Hospital 

Bowman Gray/NC Baptist Hospital 

U. Maryland-Mercy 

Long Island Jewish Hospital 


School of Medicine 

U. Maryland Hospital 

Louis A. Weiss Memorial Hospital 

Penn State U. Hospital 

Saint Vincent's Hospital 

U. Chicago Hospitals 

Washington Hospital Center 

West Los Angeles VA Medical Center 

York Hospital 


Maryland (1) 

Out-of-State (2) 

U. Maryland Hospital 

Northwestern U. Medical School 

Washington Hospital Center 



Maryland (2) 
Out-of-State (2 
U. Maryland Hospital 
Medical College of Wisconsin 
U. Michigan 


Maryland (1) 

Out-of-State (2) 

U. Maryland Hospital 

V. Rush-Presbyterian-St. Luke Med 

U. Chicago Hospital 

Maryland (0) 

Out-of-State (12) 

Emory U. School of Medicine 

Geisinger Medical Center 

Hospital for Joint Diseases 

Hosp U. Pennsylvania 

Long Island Jewish Medical Center 

Mt. Sinai Medical Center 

New England Medical Center 

Strong Memorial Hospital 
Thomas Jefferson U. 
U. Cincinnati 
U. Texas Medical Branch 
U. Hospital of Cleveland 


Maryland (0) 
Out-of-State (1) 
Rush-Presbyterian-St. Luke Med Ctr 


Maryland (0) 

Out-of-State (2) 

Mt. Sinai School of Medicine-NY 

Tufts U. Affiliated Hospitals 



Maryland (3) 

Out-of-State (3) 

Franklin Square Hospital 

Queens Hospital Center 

U. Maryland Hospital 

U. Miami/Jackson Memorial Med Car 

Washington U. /Barnes 

Maryland (1) 

Out-of-State (0) 

fhe Johns 1 lopkins 1 lospital 

Maryland (8) 

Internships and Residencies — Class of 1996 


Out-of-State (9) 

U.Maryland Hospital 

Baylor College of Medicine 

Emory U. School of Medicine 

Hahnemann U. Hospital 

Loma Linda U. Children's Hospital 

Medical College of Virginia 

Montefiore/Einstein AfFil Hosps 

Rhode Island Hospital 

U. Miami/Jackson Memorial Med Ctr 


Maryland ( 1 ) 

Out-of-State (5) 

The Johns Hopkins Hospital 

Hosp. U. Pennsylvania 

Medical College of Pennsylvania 

Rush Presbyterian-St. Luke Hospital 

The Graduate Hospital 

Mt. Sinai Medical Center 



Maryland (0) 

Out-of-State (1) 

New York U. Medical Center 

Maryland (0) 

Out-of-State (3) 

Central Texas Medical Foundation 

York Hospital 


Maryland (2) 

Out-of-State (1) 

The Johns Hopkins Hospital 

Hillside Hospital-NY 

U. Maryland Hospital 


Maryland (0) 

Out-of-State (3) 

U. Health Care of Pittsburgh 

U. Massachusetts 

U. Pennsylvania 


Maryland (1) 

Out-of-State (9) 

U.Maryland Hospital 

Baylor College of Medicine 

Beth Israel Hospital 

Easton Hospital 

Louisiana State U. 

Medical College of Pennsylvania 

Naval Medical Center 

Ohio State U. Hospitals 

St. Barnabas Medical Center 

Vanderbilt U. Int. Hospital 


School of Medicine 

University Policy Statements 


The academic enterprise is characterized by reasoned discussion between student 
and teacher, a mutual respect for the learning and teaching process and intellectual 
honesty in the pursuit of new knowledge. By tradition, students and teachers have 
certain rights and responsibilities that they bring to the academic community. 
While the following statements do not imply a contract between the teacher or the 
institution and the student, they are nevertheless conventions that should be cen- 
tral to the learning and teaching process. 

I. Faculty Rights and Responsibilities 

A. Faculty members shall share with students and administrators the responsi- 
bility for academic integrity. 

B. Faculty members shall enjoy freedom in the classroom to discuss subject mat- 
ter reasonably related to the course. In turn, they have the responsibility to 
encourage free and honest inquiry and expression on the part of students. 

C. Faculty members, consistent with the principles of academic freedom, have 
the responsibility to present courses that are consistent with their descrip- 
tions in the catalog of the institution. In addition, faculty members have the 
obligation to make students aware of the expectations in the course, the eval- 
uation procedures and the grading policy. 

D. Faculty members are obligated to evaluate students fairly, equitably and in a 
manner appropriate to the course and its objectives. Grades must be assigned 
without prejudice or bias. 

E. Faculty members shall make all reasonable efforts to prevent the occurrence 
of academic dishonesty through appropriate design and administration of 
assignments and examinations, careful safeguarding of course materials a\k\ 
examinations, and regular reassessment of evaluation procedures. 

F. When instances of academic dishonesty are suspected, (acuity members shall 
have the responsibility to see that appropriate aetion is taken in accordance 
with institutional regulations. 

University Policy Statements 229 

II. Student Rights and Responsibilities 

A. Students share with faculty members and administrators the responsibility 
for academic integrity. 

B. Students have the right of free and honest inquiry and expression in their 
courses. In addition, students have the right to know the requirements of 
their courses and to know the manner in which they will be evaluated and 

C. Students have the obligation to complete the requirements of their courses 
in the time and manner prescribed and to submit to evaluation of their work. 

D. Students have the right to be evaluated fairly, equitably and in a timely man- 
ner appropriate to the course and its objectives. 

E. Students shall not submit as their own work any work that has been prepared 
by others. Outside assistance in the preparation of this work, such as librar- 
ian assistance, tutorial assistance, typing assistance or such special assistance 
as may be specified or approved by the appropriate faculty members, is 

F. Students shall make all reasonable efforts to prevent the occurrence of aca- 
demic dishonesty. They shall by their own example encourage academic 
integrity and shall themselves refrain from acts of cheating and plagiarism or 
other acts of academic dishonesty. 

G. When instances of academic dishonesty are suspected, students shall have the 
right and responsibility to bring this to the attention of the faculty or other 
appropriate authority. 

III. Institutional Responsibility 

A. Constituent institutions of the University System of Maryland shall take 
appropriate measures to foster academic integrity in the classroom. 

B. Each institution shall take steps to define acts of academic dishonesty, to 
ensure procedures for due process for students accused or suspected of acts of 
academic dishonesty and to impose appropriate sanctions on students found 
to be guilty of acts of academic dishonesty. 

C. Students expelled or suspended for reasons of academic dishonesty by any 
institution in the University System of Maryland shall not be admissible to 
any other System institution if expelled or during any period of suspension. 

(Approved Nov. 30, 1989 by the University System of Maryland Board of Regents.) 
230 School of Medicine 


No provision of this publication shall be construed as a contract between any appli- 
cant or student and the University of Maryland, Baltimore. The University reserves 
the right to change any admission or advancement requirement at any time. The 
University further reserves the right to ask a student to withdraw at any time when 
it is considered to be in the best interest of the University. 

Admission and curriculum requirements are subject to change without prior 


A student may register at the University when the following conditions are met: 

(1) the student is accepted to the University, 

(2) the student has received approval from the unit academic administrator, and 

(3) the student has demonstrated academic and financial eligibility. 


The University of Maryland, Baltimore has a Human Relations Code for use by 
the entire campus community. The code represents the University's commitment 
to human relations issues. The specific purposes of the code include: 

1 . Prevention or elimination of unlawful discrimination on the basis of race, color, 
creed, sex, sexual orientation, marital status, age, ancestry or national origin, 
physical or mental handicap, or exercise of rights secured by the First Amend- 
ment of the U.S. Constitution; and 

2. Establishing a timely, effective grievance procedure as an alternative to more 
lengthy formal processes for resolution of human relations issues. 

A Human Relations Committee was created to oversee the code. It is comprised 
of campus faculty, administrators and students and is advisory to the president of 
the campus. The committee may institute educational programs dnd provide an 
open forum on human relations issues. In addition, the committee Is charged w ith 
maintaining a mediation, investigation and hearing process for specific complaints 
of discrimination brought by students, faculty or staff. The code describes the par- 
ticulars of the hearing process. It is the intent of the code to provide a grievance pro- 
cedure for an individual on campus who wants a cross-section of the campus 
community to investigate and mediate a problem without having to resort to com 
plaints to external agencies such as the Maryland Commission on Human Rela- 
tions, complaints under personnel rules or lawsuits. 

Copies of the I hi man Relations ( 'ode are available in the dean s office, Student 
Affairs and USGA offices in the Baltimore Student Union, and the Human 

University Policy Statements 23 I 

Resources Management and Affirmative Action offices in the Adminstration 


It is the policy of the University of Maryland to provide education and training to 
students for the purpose of providing care and service to all people. The institution 
will employ appropriate precautions to protect providers in a manner meeting the 
patients' or clients' requirements while also protecting the interest of students and 
faculty members participating in the provision of such care or service. 

No student will be permitted to refuse to provide care or service to any assigned 
person in the absence of special circumstances placing the student at increased risk 
for an infectious disease. Any student who refuses to treat or serve an assigned per- 
son without prior consent of the school involved will be subject to penalties under 
appropriate academic procedures; such penalties to include suspension or dis- 


It is the policy of the University of Maryland to adhere to the Family Educational 
Rights and Privacy Act (Buckley Amendment). As such, it is the policy of the Uni- 

(1) to permit students to inspect their education records, 

(2) to limit disclosure to others of personally identifiable information from educa- 
tion records without students' prior written consent, and 

(3) to provide students the opportunity to seek correction of their education records 
where appropriate. Each school shall develop policies to ensure that this policy is 


It is the policy of the University of Maryland to excuse the absence(s) of students 
that result from the observance of religious holidays. Students shall be given the 
opportunity, whenever feasible, to make up, within a reasonable time, any aca- 
demic assignments that are missed due to individual participation in religious 
observances. Opportunities to make up missed academic assignments shall be 
timely and shall not interfere with the regular academic assignments of the student. 
Each school/academic unit shall adopt procedures to ensure implementation of this 

232 School of Medicine 


It is the policy of the University of Maryland that students be provided a mecha- 
nism to review course grades that are alleged to be arbitrary or capricious. Each 
school/academic unit shall develop guidelines and procedures to provide a means 
for a student to seek review of course grades. These guidelines and procedures shall 
be published regularly in the appropriate media so that all faculty members and stu- 
dents are informed about this policy. 


The University System of Maryland Board of Regents strongly condemns criminal 
acts of destruction or violence against the person or property of others. Individuals 
committing such acts at any campus or facility of the University will be subject to 
swift: campus judicial and personnel action, including possible expulsion or termi- 
nation, as well as possible state criminal proceedings. 

University Policy Statements 233 

Student Right-to-Know and 
Campus Security Act Request 

The Student Right-to-Know and Campus Security Act (Public Law 101-542), signed into 
federal law November 8, 1990, requires that the University of Maryland at Baltimore make 
readily available to its students and prospective students the information listed below. 

Should you wish to obtain any of this information, please check the appropriate space(s), fill 
in your name, mailing address and UMAB school name, tear off this form and send it to: 

University Office of Student Affairs 
Attn: Student Right-to-Know Request 
University of Maryland at Baltimore 
Suite 336, Baltimore Student Union 
621 West Lombard Street 
Baltimore, MD 21201 

Complete and return this portion 

□ Financial Aid 

□ Costs of Attending the University of Maryland at Baltimore 

□ Refund Policy 

□ Facilities and Services for Handicapped 

□ Procedures for Review of School and Campus Accreditation 

□ Completion/Graduation Rates for Undergraduate Students 

□ Loan Deferral under the Peace Corps and Domestic Violence Services Act 

□ Campus Safety and Security 

□ Campus Crime Statistics 



UMAB School and Program 

234 School of Medicine 

Campus and Area Maps 


The University is located in downtown Baltimore, six blocks west of the Inner 
Harbor and two blocks north of Oriole Park at Camden Yards in the University- 
Center district. 

From Washington, D.C. and Points South via 1-95: From 1-95 take Route 395 
(downtown Baltimore) and exit onto Martin Luther King Jr. Boulevard, staying in 
the right lane. At the fourth traffic light, turn right onto Baltimore Street. Turn left 
at the second traffic light onto Paca Street. The Baltimore Grand Garage (visitors' 
parking) is immediately on the right. 

From I-295N (Baltimore- Washington Parkway): As the Parkway enters Balti- 
more, it briefly becomes Russell Street and then Paca Street. Continue north to the 
intersection of Paca and Baltimore streets, where you will see the Baltimore Grand 
Garage (visitors' parking) is on the right. 

From Annapolis and Southern Maryland: Follow Route 50E to I-97N to 695W 
(Baltimore Beltway) to I-295N (Baltimore- Washington Parkway), and follow 
directions from points south via I-295N. 

From the East: Take I-95S to Route 395 (downtown Baltimore) and follow 
directions from points south via 1-95. 

Or, take 695W (Baltimore Beltway) to I-83S to its end. You will be on Presi- 
dent Street. Go to the third traffic light and turn right onto Lombard Street. Con- 
tinue about one mile and turn right onto Paca Street. The Baltimore Grand Garage 
(visitors' parking) is two blocks north on the right. 

From the North and Northeast: North: Follow I-83S (Harrisburg Expresswav) 
to its end in downtown Baltimore. Follow 1-83 directions above. 

Northeast: The campus is accessible from I-95S to either 395 (downtown Bal- 
timore), and follow directions from points south via 1-95, or 695W (Baltimore 
Beltway) to I-83S. Follow 1-83 directions above. 

From the West: Take I-70E to 695S to I-95N. From [-95, take Route 395 and 
follow directions from points sought via 1-95. 



MIA routes 1 , 2, 7 , 8, 11, 20, 35 and 36 serve the campus. 


The Baltimore Metro runs from Johns 1 [opkins 1 lospiial to ( ha ingS Mills. Stops 
nearest the University are at 1 exington Market and Charles Center. 

Campus and Area Maps 235 

Light Rail 

Light rail connects park and ride locations in northern Baltimore County and Ori- 
ole Park at Camden Yards, then continues south to Glen Burnie and Balti- 
more/Washington International Airport. The UniversityCenter stop is two blocks 
east of campus on Baltimore Street. 


MARC commuter service runs from Camden Station, 301 W. Camden St. 



School of Medicine 

UniversityCenter Area, University of Maryland, Baltimore 

Academic, Administrative and 
Patient Care Facilities 



Administration Building (AB) 
737 West Lombard Street 


Allied Health Building (AHB) 
100 Penn Street 


Athletic Center (AC) 
Pratt Street Garage 


Baltimore Dispensary (BD) 
100 North Paca Street 


Balumore Student Union (BSU) 
62 1 West Lombard Street 


Biomedical Research Facility (BIO) 
108 North Greene Street 


(Walter P) Carter Center (WPCC) 
630 West Fayette Street 


Century Building (CB) 
506 West Fayette Street 


Davidge Hall (DH) 

S22 West Lombard Street 


Dental School (DS) 

666 West Baltimore Street 


East Hall (EH) 

520 West Lombard Street 

Environmental Health and 

Safety Building (EHS) 
7 1 4 West Lombard Street 
James T Frenkil Building (JTFB) 
16 South Eutaw Street 
Greene Street Building (GSB) 
29 South Greene Street 
Health Sciences Facility (HSF> 
685 West Baltimore Street 
Health Sciences Library (HS/HSL) 
60 1 West Lombard Street 
Hope Lodge (HL) 
636 West Lexington Street 
Howard Hall (HH) 
660 West Redwood Street 
Information Services Building (IS) 
100 North Greene Street 
Law School/Marshall Law Library 

500 West Baltimore Street 
Lombard Building (LB) 
51 5 West Lombard Street 
Maryland Bar Center (MBC) 
520 West Fayette Street 
Maryland Institute lor Emergency 


Medical Services (MIEMSS) 
653 West Pratt Street 
Medical Biotechnology Center 

72 1 West Lombard Street 
Medical School/Frank C. Bressler 

Research Building (BRF) 
655 West Baltimore Street 
Medical School Teaching Facility 

1 685 West Baltimore Street 
Nursing School (NS) 
655 West Lombard Street 
Old Health Sciences Library 

1 1 1 South Greene Street 
Pascault Row (PR) 
65 1 -665 West Lexington Street 
Pharmacy School (RX) 
20 North Pine Street 
Pine Street Police Station (PSPSi 
214 North Pine Street 
Ronald McDonald House (RMH) 
635 West Lexington Street 
Social Work School (SSW) 
525 West Redwood Street 
State Medical Examiners Building 

1 1 1 Penn Street 
University of Maryland 

Medical System (UMMS) 
22 South Greene Street 
University of Maryland 

Professional Building (UMPB) 
419 West Redwood Street 
University Plaza (UP) 
Redwood and Greene Streets 
Veterans Affairs Medical Center 

Baltimore and Greene Streets 
Western Health Center (WHC) 

700 West Lombard Street 

405 West Redwood Street Building 

502 West Fayette Street Building 

515 West Lombard Street Building 


701 West Pratt Street Building 

Cultural and Civic Facilities 




Babe Ruth Birthplace Baltimore 
Orioles Museum <BRB BOMi 
Dr Samuel D Harris National 

Museum of Dentistry (NMD) 
Lexington Market (LM) 
Market Center Post Office 

Old Saint Paul's Cemeary (OSPC) 
Onole Park at Camden Yards (OP) 
Westminster Hall (WMH) 

Parking Facilities 

F8 Baltimore Grand Garage (BGG) 

F4 Dental Patient Parking Lot (DPP) 

C3 Lexington Garage (LXG) (students) 

H7 Un.ven.ty Plaza Garage (UPG) 

(patients and patient trans 
Public Parking Facilities (P| 

Assigned University Parking 

B4 C4 5 KoestersLo^ I 

E5 Parking Office (PO) 

D5 Pearl Garage (PG) 

K3 Penn Street Garage (PNG) 

LS r« Gang* (PTG)